LB 3031 
.143 
1917 
Copy 1 



■3 $rafttcal 

Recreation Jfflamml for 

©regon g>cJ)oote 




1917 



mm 



^^m^ 




dass_L^E..2.05I 
Book Wj. 



79/7 



A PRACTICAL 

RECREATION MANUAL 

FOR SCHOOLS 



ISSUED BY 

J. A. CHURCHILL 

Superintendent of Public Instruction 
for Oregon 



Ws-v-v'Ca r\i »-v\) aA-4 



■ 



DEPARTMENT OF EDUCATION 
STATE OF OREGON 



J. A. CHURCHILL 
Superintendent of Public Instruction 

E. F. CARLETON 

Assistant State Superintendent 

FRANK K. WELLES 
Assistant State Superintendent 



D. of D. 
OCT 25 1917 



<. 



DEDICATION 

To the children of Oregon, to whom Nature has bequeathed 
broad plains to roam, high mountains to climb, clear rivers 
to swim and warm sunshine and gentle rains to make them 
strong, this book of Plays and Games is dedicated. If it shall 
add a little to their good health; if it shall subtract one tiny 
whit from the drudgery of their necessary tasks; if it shall 
divide their hours of childhood sorrow by days of merriment ; 
if it shall multiply by the smallest fraction their youthful joy 
in living, then will its authors have been greatly rewarded. 



CONTENTS 

Introduction. Play and Education 

Chapter I Laying Out the School Grounds 

Chapter II.... The Playground 

Chapter III Plays and Games 

Chapter IV Festivals and Special Days 

Chapter V Field Meets 

Chapter VI Athletic Meets; Athletic Badge Test 

Chapter VII Patriotic Pageant 



INTRODUCTION 

In order to stimulate the use of the playground, and to 
help the teachers of Oregon in their work of directing the play 
of school children, this department published, in 1914, a 
Recreation Manual. That the bulletin might present the best 
thought of the day in this problem of playgrounds, we asked 
the National Playground Association of America for assistance 
in collecting the material. The association assigned to this 
work one of its field secretaries, Mr. L. H. Weir, and his 
assistant, Mrs. Stella Walker Durham. 

Each school in Oregon was furnished with a copy of the 
manual, and the results during the first three years have been 
most gratifying. Supervised play has come to be considered 
one of the indispensable activities of our schools. Happy, 
healthful children during the intermissions means studious, 
ambitious children in the schoolroom. To be recognized as 
standard, a rural or village school in Oregon must have at 
least three pieces of playground apparatus, and thousands of 
dollars have been well spent in Oregon during the past three 
years in providing playgrounds for the children and equipping 
them. 

So great has been the demand for this bulletin that we have 
found it necessary to publish a new edition. Before doing 
this we have completely revised this manual, omitting games 
which did not prove successful, and adding others which have 
been tried out on Oregon playgrounds. 

In the work of revision we secured the assistance of Miss 
Laura Taylor, physical director of the Oregon Normal School, 
who prepared the chapter on "Plays and Games" ; Professor 
Arthur L. Peck, of the Oregon Agricultural College, who wrote 
the article on "Laying Out the School Grounds" ; Miss Irene U. 
Telford, instructor of physical education, Oregon Agricultural 
College, who prepared the article on "The Playground"; and 
L. Eugene Robinson, professor of rural architecture, of the 
Oregon Agricultural College, who prepared the drawings and 
specifications on play apparatus. Especial acknowledgment 
is due the Macmillan Company for permission to use a number 
of games from "Games for the Playground," by Jessie H. 
Bancroft. 




u 



pq 



PLAY AND EDUCATION 

The value of play as an integral part of an educational 
system is beginning to receive some measure of the recognition 
that it has not had since Greek civilization was at its height. 
Theoretically, we all accept the Greek ideal of an educational 
system that shall concern itself equally with the physical, 
mental and moral welfare of the individual. Practically, in 
this country, we have ignored the physical, given less and less 
attention yearly to the moral, and concentrated on the mental. 




Taylor School, Astoria, Oregon. 



The inevitable results of such a system are already manifest 
in America, in a generation of high-strung, nervous people, 
excelling in scientific genius and commercial shrewdness, but 
lacking in physical vigor. 

It is a matter of history with which all are familiar that, 
while all her people deemed it an honor to struggle for the 
laurel leaf, Greece led the world and set a standard for all time 
in art, science and literature. The degeneracy of Greece came 
to pass with the degrading of athletics into mere professional 



8 RECREATION MANUAL FOR SCHOOLS 

contests. Greek educators first built up the body. Their 
physical training system was a perfectly balanced one, calcu- 
lated to give health, strength and grace. To accomplish this 
they made use of athletics, apparatus work, dancing and., to a 
large degree, plays and games. 

While there is much to be said of the value of play in the 
development of mental power (alertness, rapid thinking, quick 
decisions are necessary in a good game), there is still more to 
be said for the moral value of it. Where there is selfishness 
and dishonesty, play can not continue. The child who cheats 
becomes an outcast. The rules of clean sport are the precepts 
of right living. How many of the phrases we use to designate 
honest dealing come from games, as "fair play," a "square 
deal," etc. 

To give dares and to take risks, to strive with all his might 
to win a goal, develop a boy's will power, while at the same 
time the restraint that he must exert not to play out of his 
turn, not to start before the signal, and not to take an unfair 
advantage of his opponent, must needs develop self-control. 

But the chief benefit to be derived from play, important 
as is its value mentally and morally, is in its value as physical 
training. A game that brings into play all the muscles of the 
body, without the player being conscious that he is developing 
his muscles, is the ideal form of exercise. 



LAYING OUT THE SCHOOL GROUNDS 

CHAPTER I 

The laying out of school grounds depends in large measure 
upon the plan of the school building and its location on the 
property. Where possible, it is well to have the school building 
located somewhat centrally in the area and rather well to the 
front, being set back from the road from one and one-half to 
two times the height of the building. This location then 
divides the school tract roughly into two parts to be set aside 
for the boys and girls to use in their play. Provision should 
also be made in this arrangement for sheds for horses and 
vehicles, also for pump, flag-pole, outbuildings, open areas for 
play, shade, and playground apparatus. 

On looking over the plan of the school grounds accompany- 
ing this article, it will be noticed that the building itself, 
together with a group of large trees in the rear of the school 
building, naturally separates the grounds into two parts. In 
this grove the playground apparatus may be located, including 
swings and other pieces that the children all enjoy. A small 
baseball diamond for the boys and the area set aside for 
basketball and volleyball for the girls, occupies the only 
noticeable open areas on the plan. Under the trees, however, 
there will be ample room for most of the running games which 
the children play. If a play shed is to be erected on a school 
ground similar to the one under consideration, I would suggest 
that it be located directly behind the school building proper 
and against the back line, leaving the front side of the shed 
open and facing the grove, which is planted off toward 
the school building. The trees in this grove should be headed 
high in order to provide a good circulation of air and to allow 
the wild grass to come in and grow around under them. 

The flag-pole and pump are treated as one feature and 
located directly in front of the school building and to one side 
of the main walk. The location in this particular place is 
necessary, due to the fact that the building has only one 
entrance and that it is quite important, especially in a rainy 
country to have the well fairly close to the building and, 
treated with the flag-pole as suggested on the accompanying 



10 RECREATION MANUAL FOR SCHOOLS 

plans, it becomes a feature that is not at all objectionable 
located in this conspicuous position. 

The wood, if hauled in the summer time, can be piled 
between the girls' basketball field and the school building, 
cut and taken in through the small entrance shown, to the 
woodshed which occupies the east wing of the structure. It 
will not be necessary to keep up any road for this annual haul- 
ing, especially if this is done while the ground is hard, but a 
gate should be provided for this traffic when a fence is erected 
around the school building. The fence may be constructed 
of a good permanent woven wire material and upon which, 
in order to make it very attractive, can be grown some of the 
native vines found growing in the neighborhood. 

The solution of this planting problem, as far as plant 
materials are concerned, need not cause anyone worry, 
especially in Western Oregon where it is not at all difficult 
to collect good material. The Oregon maple can be used almost 
entirely for the deciduous tree planting that is suggested, 
while the white fir or possibly the Douglas fir may be planted 
where I have suggested the location of five conifers. Plant- 
ings of shrubbery such as the broad leafed evergreens like 
the privets, are probably best surrounding the outdoor toilets. 
An arbor or a screen constructed of woven wire fencing may 
be easily arranged and covered with vines and planted directly 
behind this shrubbery if so desired. The following shrubs 
may be collected from most of the neighborhoods in Western 
Oregon : Oregon grape, mock orange, waxberry or buck brush, 
arrow wood, mountain lilac in some districts, red twig dogwood, 
some willows, sweet briar rose, the red-berried elders, Indian 
peach, red flowering currant, and in some locations rhodo- 
dendrons and azaleas. 

It should be born in mind that the quickest effect can 
undoubtedly be brought about by purchase of this material 
from nurserymen, but where a community does not feel that 
it can spend the money for material of this kind, it can be 
collected if there is a desire on the part of the community to 
prosecute work of that kind, and when located and established, 
native plants, such as above listed, require a minimum amount 
of care to produce pleasing results. 



RECREATION MANUAL FOR SCHOOLS 11 



GRADING AND SURFACING 

Taking all things into consideration, a level surface is 
necessary. Therefore, if the ground be rough or sloping or 
filled with small mounds or stumps, rocks, etc., the first thing 
to do is to make a smooth surface. 

The best surfacing is sod, but where the playground is 
small, with a great many children using it, and there is much 
rainy weather, some sort of firm surface ought to be provided. 

Cinders are used quite extensively in some places, but they 
are rough and are difficult to get in sufficient quantities on 
the coast — not a satisfactory surface. 

Sawdust or tanbark is used in many places, makes a fairly 
satisfactory temporary surface, is cheap, etc.; however, it 
becomes very wet in rainy weather and dusty in dry weather — 
not recommended except as a temporary surfacing. 

Torpedo sand (sand made up of little pebbles of about a 
quarter of an inch in diameter from which dust and dirt have 
been removed) spread over a subsoil of clay or loam to a depth 
of one stone deep, well rolled and sprinkled, makes a very 
practical surface. Cost, about $1.50 per cubic yard. One cubic 
yard will cover about 100 square yards of playground surface. 

The following is considered the most durable, serviceable 
and practical surfacing ever devised — composition of cork, 
sand, stone and asphalt : 

Cork (pieces % to % inch in diameter) 16%% by weight 

Stone (pieces % to % inch in diameter) 16%% by weight 

Sand 33%% by weight 

Asphalt 33%% by weight 

If subsoil of sticky clay, first place cinders to a depth of 
twelve inches, well rolled. If sandy subsoil, place four inches 
of cinders. Cover with two inches of stone (pieces ^ to 1*4 
inches in diameter). Roll well. Place upon this foundation 
the above mixture spread to depth of one inch. Roll with a 
hand roller weighing 1,500 or 2,000 pounds. Spread over the 
surface thus formed a light covering of sand or crushed 
granite. Cost varies from 60c to $1.60 per square yard, 
exclusive of grading and foundation of stone and cinders. 



12 RECREATION MANUAL FOR SCHOOLS 

It is well to add that the problem of playground surfacing 
has not been satisfactorily solved. 

Note. — Cost prices given in this chapter are prices prevailing in the 
Middle West. 

DRAINAGE 

The best plan is to make the whole area of the playground 
slightly convex, placing catchbasins (if used) or open drains 
at the outer edge. Of course, if the ground has a natural slope 
in one general direction, all drainage necessary is secured 
without trouble. 

FENCING 

Experience has shown that in the larger towns and cities, 
fencing of the playgrounds is an absolute essential to their 
proper control. This may not be necessary in small towns and 
rural districts. 

An iron fence with metal posts embedded in cement can be 
constructed at a cost of from 50c. to 75c. per foot. 

Iron picket fence of indestructible character can be secured 
for about $1.50 per foot. A very good fence can be made of 
wooden posts with a heavy wire mesh stretched upon them and 
then covered with vines. The fence should be about six or 
seven feet high. 

LIGHTING PLAYGROUNDS 

In any community where it is desired to use the school 
playgrounds in the evening, some method of lighting the 
grounds is essential. Experience has shown that the greatest 
attendance upon the playground will likely be after supper, 
especially when the playground is maintained during summer 
months. The after-supper hour is the witching time of play, 
as every father and mother can remember. 

Lighting does away with the moral danger which too fre- 
quently arises from an unlighted playground. If electricity is 
used, the wires for lighting should be brought in underground. 



RECREATION MANUAL FOR SCHOOLS 13 

MAKE PLAYGROUND ATTRACTIVE 

Do not fail to beautify the playground with plants, shrubs, 
flowers, grass plots, vines, and for the school building provide 
flower boxes for the windows. Shade should be amply provided 
in that portion of the playground where the little children 
play. The girls' portion of the playground should have a 
shady nook for quiet games, story hour or handwork hour. 
The school playground should be the prettiest and most 
attractive place in the community. Too often it is the barest, 
most desolate and most unattractive place. 

WATER 

In towns having water systems, one or more bubbling 
fountains on the playground are essential if the ground is 
used in the summer. 

TOILET FACILITIES 

It is hardly necessary to mention this, inasmuch as every 
school is more or less amply provided with these facilities. 
However, too much stress can not be laid upon the necessity 
of keeping toilet facilities in as perfect sanitary condition as 
possible. 

Where the toilets are located in the basement of the school 
and the playground is used during vacation, some arrangement 
must be made to shut off the remainder of the building. This 
can be done by placing substantial gates in passageways leading 
upstairs. 

BATHS 

No modern school building should be constructed without 
shower baths. Of course, this is practically possible only in 
those towns and cities having a water system or where the 
school has an individual water system. Shower baths are a 
very necessary adjunct to the playground, and while best 
located in the school building, it is possible to make a shower 
bath on the playground for summer use by placing the bath 
over a catch basin surrounded by a canvas wall. Such a bath 
may give as much joy to the children as a $10,000.00 bathhouse. 



RECREATION MANUAL FOR SCHOOLS 15 

LOCATION OF BUILDING 

The principle to be followed in the location of buildings is : 
"What position of the building will allow the largest possible 
area of unbroken play space?" Location in center of grounds 
is usually a mistake. The best location will largely be deter- 
mined by shape and topography of ground. In general, how- 
ever, the building should be placed well toward the edge of any 
one of the sides or any one of the corners, allowing thus the 
maximum free space for play. 

AUDITORIUM 

Every city and town school building, grade and high (except 
schools having a very few pupils) , consolidated country schools, 
and some country schools should have an auditorium, a common 
meeting place of the pupils and teachers and of the people of 
the community. 

The size of the auditorium will depend upon the number of 
pupils and patrons to be served. It should generally be located 
upon the ground floor. It should have outside entrances. 
Except in very large schools the floor should be of hard wood 
and level, with unfixed seats. The auditorium can then be used 
as a kindergarten and as a gymnasium. It is well to have a 
stage with dressing rooms. The stage in the average high and 
grade school auditorium is useless for dramatic performances. 
In some schools the auditorium or assembly hall is also used as 
a study room for the upper grades. 

In single room country schools, unfixed seats would greatly 
promote the use of the building for community meetings. How- 
ever, in some of the most modern country schools a second room 
has been added for the purpose of community gatherings. 




c 



zl. 



THE PLAYGROUND 

CHAPTER II 

The most important and essential epoch in the life of any 
man or woman is the period when play instinct is dominant. 
Through play, Nature prompts the child to react to his environ- 
ment, not only physically but socially as well. A child is 
unconscious of the value of play but develops his powers with- 
out knowing it, and everybody realizes today that a sound 
body is essential to a sound mind. Give a child means by 
which he may get rid of his surplus energy in a normal way 
and there will be fewer prisons, asylums and hospitals. 

To build up and maintain the health of boys and girls of 
today, a great many of the largest cities and towns of this 
country have voted sums of money to install playgrounds 
wherever they are most needed, and wonderful results have 
been accomplished. A playground, to many people, merely 
suggests a place where children congregate and enjoy them- 
selves, without supervision of some older person. This is not 
an ideal playground, for without supervision a playground is 
apt to become a menace to the neighborhood. A playground 
director is an absolutely necessary factor and the city or town 
should use every effort to obtain the service of some person 
suitably trained for such a position. 

Many counties, especially in the west, are making every 
endeavor to establish playgrounds in connection with the rural 
schools. This, in itself, is a splendid idea, for what child away 
out in the country does not enjoy playing with other girls and 
boys. Many times life on the farm becomes sordid, while 
play and playing on apparatus fills each one with enthusiasm 
to surmount any of the difficulties which may arise. 

PLAYGROUND APPARATUS 

Apparatus is a necessary factor for every playground. 
Such firms as Narragansett Machine Company, Providence, 
R. I.; Spalding Bros., Portland, Ore., and Fred Medart, of 
St. Louis, Mo., are reliable dealers in playground apparatus and 
will gladly furnish catalogs of the same. However, if funds 




Ch 



RECREATION MANUAL FOR SCHOOLS 19 

are not so large as to warrant purchasing from these firms, 
any ingenious person may erect suitable apparatus which will 
serve as well as the more costly equipment. 

APPARATUS FOR CHILDREN 

Sand Court 

The first selection for the small children will be a pile 
of sand inclosed by either wood or cement walls from twelve to 
fourteen inches high. Twelve by sixteen feet makes a good 
sized court. Place over some porous surface so that water may 
seep through. If made with cement bottom, allow for perfect 
drainage. Sand must be cared for regularly two or three times 
a week by clearing it of all rubbish, pieces of paper, bread, 
peelings, etc. 

There is no great danger of disease in the sand court if it is 
exposed to the sunlight and the sand is turned over thoroughly 
and kept free of rubbish and washed thoroughly with running 
water occasionally. 

Wading Pool 

The wading pool is a never-ending source of delight to the 
little tots. It may be made by scooping out a hole in some 
portion of the playground, lining the basin with clay and 
covering with torpedo sand to a depth of four to six inches. 
Make provision for draining the pool when necessary. The 
water should be let out every few days and the pool allowed 
to bake in the sun. 

A concrete pool forty feet in diameter, twenty-four inches 
deep at the center and eleven inches deep at the sides can be 
constructed for a cost of about fifteen cents per square foot, 
or a total cost of $188.55. 

In filling the pool the water should be kept at a depth of 
about eighteen inches at the center and five inches at the sides. 

The sand court might be placed to advantage around or 
partially around the wading pool. 



20 RECREATION MANUAL FOR SCHOOLS 

Sivinging, Teetering and Climbing Apparatus 
Children Ten Years of Age or Under 

There should be from six to twelve rope swings attached to 
an iron pipe or a wooden frame about twelve feet high ; four to 
six seesaws and one set of sliding poles (slanting about sixty 
degrees), a vertical ladder and two to four climbing poles are 
recommended as climbing apparatus. These pieces of appara- 
tus may be attached to the frame supporting the swings. An 
athletic slide is a never-ending source of enjoyment. Another 
popular piece of apparatus is the giant stride, which can easily 
be made by placing a small wheel of a wagon or cultivator on a 
spindle on top of a stout pole firmly planted in the ground, 
ropes being fastened to the rim of the wheel. 

For the larger boys and girls of this group there should be a 
plentiful supply of balls, bats, nets for volleyball, quoits, ring 
toss and other miscellaneous supplies according to desire and 
need of the teachers and children. 

APPARATUS FOR LARGER GIRLS 

Eleven to Sixteen Years 

For the girls of this group there should be a plentiful supply 
of balls (playground ball, volleyball, basketball), nets (volley- 
ball and tennis) , goals, quoits, ring toss, bean bags and other 
similar apparatus for plays and games. 

A platform of cement or wood for folk-dancing and other 
rhythmic games where chalk marks are used is desirable. How- 
ever, these exercises might be carried on in the auditorium, 
halls or rooms of the schools. Movable seats are essential for 
activities in the regular classroom. For the girls some kind of 
musical instrument is desirable. If a piano is not available, the 
talking machine is recommended. Folk-dance records can be 
secured from the leading companies manufacturing records. 

Finally, there should be a set of apparatus consisting of 
from four to six swings, the same number of teeters, climbing 
facilities, one set of traveling rings, etc. These should be 
attached to an iron or wooden frame about fourteen feet high. 
The posts supporting the frame to which the various pieces of 
apparatus are attached should be set from four to six feet in 
the ground and embedded in cement. 



RECREATION MANUAL FOR SCHOOLS 21 



APPARATUS FOR LARGER BOYS 

Needed for this group are supplies for plays and games, 
such as balls, bats, nets, goals, quoits and, if possible, a hand- 
ball court. Secondly, apparatus to supply athletic needs, such 
as vaulting standard, vaulting poles, high jump standard, 
chinning bars of varying heighths, shot-put rings and eight- 
and twelve-pound shot, and hurdles. If playground is not 
large enough for circular running track, provide at least a 
straightaway running path from fifty to one hundred and 
twenty yards in length. Thirdly, outdoor gymnasium appara- 
tus is needed, consisting of flying rings, traveling rings, 
climbing ropes and poles, sliding poles and vertical ladders, 
and horizontal bars at varying heighths, all suspended from an 
iron or wooden frame from fourteen to sixteen feet high. 

Swimming Pool 

In the most modern school buildings in this country, swim- 
ming pools are included. The swimming pool is a complete 
playground in itself and is strongly recommended in all high 
schools, and even in grade schools, in those towns and cities 
having water systems. The chief drawback to the swimming 
pool is the expense of construction and operation, the former 
ranging all the way from $1,500.00 to $8,000.00, depending 
upon the size. Natural facilities, such as lake or river or 
ocean, should be taken advantage of in teaching the children 
and young people to swim — but swimming under such condi- 
tions should be under careful supervision because of moral 
and hygienic reasons, and to insure safety to life. 

Ball Grounds 

Every red-blooded American boy desires to play "the 
game" — baseball. He is almost as enthusiastic about football. 
It so happens that both these games require considerable area, 
the latter, one and three-fourths acres, the former two acres. 
The physical and social value and, hence, the educational value 
of these games is so great that no school should be without its 
field for these sports. This area should be separated from the 




EU 



O 



c 

3 
O 

bo 
>-. 

PL, 



EECREATION MANUAL FOR SCHOOLS 23 

area for the other children because of danger of injury. Play- 
ground for ball and other ball games played with small bat 
and soft ball may be played in the smaller areas without 
danger. 

GENERAL SUGGESTIONS 

The lists of apparatus are merely suggestions. They may 
be added to or lessened by the teacher or other authority hand- 
ling the play activities. The best plan is to get a minimum of 
equipment at first and add from year to year. 

The location of apparatus is important. If area is small, 
spread apparatus around the border of the playground, leaving 
the center free for games, races and other activities. If the 
area is large, best group the apparatus toward the center of 
the playground, with due regard, however, to separation of 
the sexes. Economy of supervision is thus gained. 

STEEL OR WOOD 

Steel apparatus may be too cold on cold days or too hot on 
hot days, and the galvanizing wears off. On the other hand, it 
is practically indestructible, can be stored in a small space, does 
not rot ; maintenance charges therefore are reduced to a mini- 
mum ; probably the most serviceable, all-year-round apparatus. 

Wooden apparatus splinters and parts underground rot, 
but this kind of apparatus is pleasant to the touch in all 
climates. If kept well painted with house paint, and the parts 
underground carefully treated with coal tar preparation or 
creosote, wooden apparatus will last a long time. 

Rope is an essential element in the construction of appara- 
tus. It is much more pleasant to the touch than steel or iron 
but is giving away to wire cable and steel. Rope at best will 
not last more than two or three seasons when used for swings. 
Climbing ropes and ropes used in giant strides may last much 
longer. It is more economical to get wire cable or steel if 
there is little money for repairs. 

SPECIFICATIONS FOR APPARATUS 

In many of our schools the boys are making playground 
apparatus under the direction of the manual training teacher. 




p 

n 

z 

.-I 



RECREATION MANUAL FOR SCHOOLS 25 

Hundreds of pieces have also been constructed during the 
past two years in the rural schools. The following specifica- 
tions were prepared by L. Eugene Robinson, professor of 
rural architecture, Oregon Agricultural College. At the 
request of the Superintendent of Public Instruction, Professor 
Robinson visited school grounds that were well equipped with 
wood apparatus, and secured measurements of pieces which 
had been thoroughly tested. 

PLAYGROUND SLIDE 

The slide, shaped like a broad, shallow trough, is made of 
some close-grained wood, such as maple. All splinters and 
rough parts should be sand-papered and occasionally the slide 
should be oiled with raw linseed oil and rubbed down. This 
method is much better than lining it with tin, galvanized iron, 
or similar metals. The director should see that the children 
do not come down standing up, or more than one at a time, 
and that plenty of sand is at the foot of the slide. This piece 
of apparatus, although occasionally removed because of 
accidents, is nevertheless, by actual statistics, one of the safest 
as well as most popular pieces of all playground equipment. 
With moderate supervision and the observance of a few simple 
rules necessary on every playground, accidents should never 
occur. 

To construct the slide the following materials are necessary : 

l_4" x 4"x8'-0" for sill. 

3_4"x4"x3'-0" for sills. 

2 — 2"x4"x8'-2" for center posts. 

8 — 2"x4"x2'-6" for rail posts. 

2 — 2"x4"xl'-7" for end posts. 

2 — 2"x4"xl'-5" for end posts. 

2 — 2"x4"x4'-0" for braces between end posts. 

2 — 2"x4"x2'-8" for supports for foot of slide. 

2 — 2"x8"xl3'-0" for horizontal side braces. 

2 — 2"x8"x 7'-6" for horizontal side braces. 

2 — 2"x6"x6'-0" for fillers between horizontal braces and slide. 

2 — 1"x8"x2'-4" for braces between center posts. 

2 — 2"x4"xl0'-0" for hand rails. 
10— iy 8 "x8"xl'-10" for treads. 

2 — 2"x8"x9'-0" for stringers. 

2 — 2"x8"xl6'-0" for sides of slide (shaped). 
16 — l%"xl^"xl'-10" for cross bars under slide. 
13 — ^%"x2 1 A"xl6'-0" for tongue and groove maple flooring. 

1 — %"x3"xl'-10" for oak finish for end of slide. 
20— %"x6" bolts. 



RECREATION MANUAL FOR SCHOOLS 27 



60— %"x4" bolts. 
2 pounds — 6 d. nails, common. 
2 pounds — 8 d. nails, common. 
4 pounds — 20 d. nails, common. 

2 pounds — 4 d. finish nails. 
Paint and oil. 

The cost of this slide is approximately $25.00, including 
materials and labor. It is designed to be extra durable and 
safe and also easily constructed by ordinary workmen. Many 
slides are lighter in construction, but these have a tendency 
to fail or at least to become rickety and unsafe. 

TEETER-TOTTERS 

The teeter-totters, a source of great amusement, especially 
to children from five to twelve years of age, can be put up for 
a very small sum. There is practically no cost if old bridge 
planks are used and placed on forks of timber which are put 
into the ground. Care must be taken by the children not to 
jump off or slide off when any other child is up in the air. 

The bill of materials for three teeter-totters on one gas pipe 
axle is as follows : 

3— 3"xl0"x20'-0" for teeter boards. 

3 — 4"xl0"x2'-0" for bearing blocks (oak) . 

3 sets of cast iron bearings. 
12— y 2 "x8" bolts. 

6— %"xl0" bolts. 

2— 6"x6"x4'-0" for posts. 

3"xl3'-0" gas pipe with end caps. 
Concrete. 
Paint. 

Three teeter-totters cost about $8.00. If castings are not 
obtainable, they may be omitted entirely or strap iron used 
instead. In fact, as stated before, the see-saw or teeter-totter 
may be a very simple device. 

SWINGS, RINGS AND ROPES 

The swings may be constructed so that an end upright 
serves as one of the uprights of the turning rod and thereby 
saves expense. The swings should be made so that they may 
be taken in at the end of each session and at night. In fact, 
all removable apparatus when not in use should be placed 



S-z 



d2 

h 
h 

h h 
h 



"o 


i 


H 








"<* 


- 










S a 

2 
O 


3 ^____ 


o o 






J 




n 


"i° 




/ 


J 




— ; ,o ; z — " 


1 c 


' <1 




'■* 2 


C 









RECREATION MANUAL FOR SCHOOLS 29 



inside the building, by the teacher, or by the strong boys them- 
selves. The swing is by far one of the most dangerous pieces 
of apparatus and requires constant attention on the part of 
the director. A few rules should be made in regard to its use, 
such as: Little swings for little children should be removed 
from those used by larger children ; girls should not stand up ; 
and all parts should be tested often. 

On the same beam with swings may be rings, and ropes 
for climbing, but probably the swings are most useful and 
consequently should exceed in numbers perhaps two to one 
each of the others. 

The bill of materials for two swings, one pair of rings, and 
two climbing ropes is as follows: 

2— -6"x6"x8'-0" for sills. 

4 — 6"x6"xll'-0" for end posts or braces. 

2 — 2"x8"x2'-0" for end horizontal braces. 

4 — 6"x6"x3'-0" for end diagonal braces. 

1 — 6"x8"x20'-0" for overhead beam. 

4 — Anchor bolts as detailed. 

4— y 2 "xl2" bolts. 

4— %"xl5" bolts. 

2— %"x22" bolts. 
10— y 2 "xl4" bolts. 

8 — Hooks and eye-bolts as detailed. 

2 — 2"x8"x2'-0" for seats. 

4 — l"x3"x0'-8" for seat braces (oak). 

4 — Small eye-bolts for seats. 

4 — %"x8'-6" short link chains. 

2 — %"x3'-0" short link chains. 

2 — 2"x9'-0" hemp ropes. 

2 — 8" iron rings of 1" metal (round and polished). 
Concrete. 
Paint. 

This apparatus costs approximately $15.00. It may be 
reduced by using 6x6-inch standards set in concrete, or by 
using light portable standards, neither of which methods is 
as good or as safe. 

GIANT STRIDE 

A giant stride may be constructed easily by using a wagon 
wheel, a spindle and a pole. Very few accidents occur and 
much pleasure is derived from this piece of apparatus. The 
ground around the giant stride should be covered with sand 
filled in a trench so that it will not be scattered. 





/ 








QO0O*9-0OO 


1 i » 


Ml Tin 


-~J 


o-e 





s 



JL 



A 



.fUVJV^ S310H 11T 



rr?3r 



x-av-iv.'; t-noH iitois-; 



&:j 



£0 






51 

c 

N 

i— ' 






P 

i—i 





1 




_± 




n 


el 




j 




< 




u 




10 


^ 

























RECREATION MANUAL FOR SCHOOLS 31 

As here detailed the materials required for constructing 
the apparatus is as follows: 

1 — 8"x8"xl6'-0" for a post. 

6— 2"xl2"x2'-0" for a hub (see detail). 

1 — 2"x24" gas pipe with cap. 

1 — 3"x4" gas pipe. 

3 — Large washers. 

8 — Hooks and eye-bolts. 
140 feet of %" hemp rope. 
32 — %"xl0" oak ladder rungs. 

1 pound of spikes, or 8 — %"x6" bolts for hub. 
Concrete. 
Paint. 

The cost of the giant stride set up is $15.00. 



VAULTING AND JUMPING STANDARDS AND HORIZONTAL BAR 

This apparatus is very simple. For turning rod, hickory 
wood is best, but a gaspipe, sandpapered, is a good substitute. 
All may be made as portable apparatus. The materials are 
as follows: 

3 — 4"x4"x9'-0" for posts. 

1- — IWxG'-S" hickory pole. 
Concrete. 
Paint. 

In the construction of playground apparatus for rural 
schools it often becomes necessary to use the materials and 
labor at hand, rather than to buy special articles, and employ 
costly labor. In doing this, which is right and proper, safety 
and convenience for the children must be considered. These 
drawings show model homemade apparatus and are intended 
to be suggestive. They are strong. It may be well to remember 
that, "a thing is as strong as its weakest part." 



BIBLIOGRAPHY 

Playground Equipment, Playground Magazine — Vol. IV, 
No. 8, November, 1910. 

Playground Equipment; A Practical Talk — Publication No. 
86, Playground and Recreation Association of America. Price, 
10 cents. 

Sig 2 




C 
O 



1 h , 

2 < 



> ° 



c/1 

< J 

A "J 



^ 



_@! 



* 



RECREATION MANUAL FOR SCHOOLS 33 

Playgrounds and Recreation Facilities and Their Manage- 
ment — E. B. DeGroot, Secretary Playground Association, 
Chicago, Illinois. 

Equipment for a School Playground — Henry S. Curtis, 
Hygiene and Physical Education, Vol. IV, No. 8. 

Spalding's Athletic Library — American Sports Publishing 
Co., 21 Warren Street, New York City. "Valuable for laying 
out grounds, for organized games and for the playing rules." 

Playground Technique and Playcraft — Leland, F. A. Bas- 
sett Co., Springfield, Mass. 

Plans and Specifications of Sixteen Modern School Build- 
ings in the United States — Publication of Russell Sage 
Foundation. 

Plans and specifications of the following may be secured 
by applying to the proper authorities : 

1. Homemade apparatus, Superintendent of Schools, 
Tacoma, Washington. 

2. Covered Playgrounds, Superintendent of Schools, 
Portland, Oregon. 

3. Swimming Pools in Schools, Superintendent of Schools, 
Tacoma, Washington. 

4. Gymnasiums — High Schools and Grade, city, town and 
country schools ; Superintendent of Schools, Portland, Oregon ; 
Superintendent of Schools, Tacoma, Washington ; President of 
School District No. 109 (near Tacoma), Pierce County, Wash- 
ington ; Superintendent of Schools, Bothell, Washington. 



or. 



PLAYS AND GAMES 

CHAPTER III 

This manual has been compiled with the idea in mind of 
making it a practical handbook for the use of teachers without 
special physical training. The intention of the arrangement 
has been to make the selection of games for particular groups 
of children or for particular purposes, as easy as possible. 
The games are arranged according to grades, according to 
their fitness for boys or girls or both, and according to their 
adaptability to the playground or schoolroom. 

Games can be made of great disciplinary value not only 
because the privilege of play or the denial of that privilege may 
be made the means of maintaining order at other times and 
because of the discipline in the games themselves, but because 
strenuous play affords an outlet for many restless tendencies 
that must find an outlet somewhere. 

The games listed in this chapter as suitable for the school- 
room are especially valuable for breaking the monotony of 
long periods of sitting at desks. These games have been 
selected both for the amount of exercise that may be gotten 
out of them and for their tendency to arouse drowsy minds. 
They call for the most rapid motor response. 

Several points in the playing of games should be definitely 
fixed in the teacher's mind at the outset : Leave the choice of 
the game to a vote or suggestion of the children ; see that every 
child gets as much actual participation in the game as possible ; 
play with the children ; to refrain from doing so because of a 
notion of dignity is to lose the teacher's greatest opportunity 
for developing a spirit of comradeship ; encourage the children 
to play the game for all there is in it — to play to win, but insist 
upon winning honorably or not at all. And this above all — 
teach them to be cheerful losers and modest winners. To sulk 
over defeat or crow over victory is to spoil the spirit of play. 
Impress upon them also that to question the decision of the 
umpire is the poorest sort of sportsmanship. 

Finally, remember that this is play, not study, and play 
while you play. Let the players laugh, shout and be merry — 
they will study all the harder afterward. 



36 



RECREATION MANUAL FOR SCHOOLS 



PLAYS AND GAMES 
PRIMARY DIVISION— GRADES 1, 2, 3 



Ring Games 
Cat and Mouse 
*Bell Game 

Blind Man's Buff, with Wand 
Dodge Ball 

* Circle Tag 

*Frog in the Meadow 

* Stone 

*Herr Slap Jack 
*Drop the Handkerchief 
*Two Deep 

Running Games 

* King's Land 

*Wind and the Flowers 
*Pom, Pom, Pull Away 

*See page 39 for suggestions 



Trades 

* Tommy Tiddler's Ground 

* Rabbit's Nest 

Singing Games 
Farmer in the Dell 
Oats, Peas, Beans and Barley Grows 
Mulberry Bush 
Did You Ever See a Lassie? 
Looby Loo 

Round and Round the Village 
Muffin Man 
Sleeping Princess 
London Bridge 
Itiskit, Itasket 
*Simple Tag Games 
about playing these games. 



INTERMEDIATE DIVISION— GRADES 4, 5, 6 



Ring Games 

* Numbers Change 
Dumb-bell Tag 
Hunt the Slipper 
Dodge Ball 

* Stride Ball 

* Center Base 

Circle Ball or Hot Potato 

*Ruth and Jacob 

*Spin the Platter 

*Have You Seen My Sheep? 

* Garden Scamp 
Poison (boys) 
Baste the Beetle 
Run for Your Supper 
Flying Dutchman 
Three Deep 

Bear in the Pit (boys) 

Sheep and Wolf (boys) 

Shinny 

Chicken Fight (boys) 

'"See page 54 for suggestions 



Organized Games 
Dodge Ball 
Corner Ball 

Running Games 
*Blackman (boys) 
* Stealing Sticks, No. 1 
^Chinese Wall 
Telephone 
Fisherman 

*Lame Fox and Chickens 
*Steps 
Midnight 

Trades and Professions 
*Dare Base 
Last Couple Out 
Follow the Leader 
Tag Games 

Hang Tag, Partner Tag 
*Center Circle Tag 
Relay Races 
about playing these games. 



GRAMMAR DIVISION— GRADES 7, 8 



Organized Games (Girls) 
Indoor Baseball 
Captain Ball 
Corner Ball 
Basket Ball 
Volley Ball 
Bombardment 
Battle Ball 



Organized Games (Boys) 
Baseball 
Indoor Baseball 
Hand Ball 
Soccer Ball 
Football 
Captain Ball 
Swat Ball 



RECREATION -MANUAL FOR SCHOOLS 37 



Running Games (Boys and Girls) Have You Seen My Sheep? 

Fox and Geese Bi *d Catcher 

Bound Hands Dumb Bell Tag 

Cities Hand Over Head Bean Bag 
Every Man in His Own Den 

Steal Sticks (sides) Classroom Games 

Last Couple Out Eraser Relay 

Prisoners' Base Around the Room Relay 

Tag Games Schoolroom Captain Ball 

Relay Races Schoolroom Volley Ball 

Room Games Play Shed or Play Room Games 

Butterflies Maze Tag 

Little Johnny Stoop House Hiring 

Last One Up Nuts in May 

Johnny Jump Up Catch and Pull Tug of War 

Spider Web Races Bodyguard 

Grapevine Race Still Water Still 

Squirrel and Nut Ante Over 

Black and White Duck on the Rock 

BIBLIOGRAPHY 

Games for the Playground, Home, School and Gymnasium 
— Bancroft : Macmillan, New York. 

Education by Plays and Games — G. E. Johnson: Ginn & 
Co., New York. 

Play Life in the First Eight Years — L. Palmer: Ginn & 
Co., New York. 

What to Do at Recess — G. E. Johnson: Ginn & Co., New 
York. 

Games and Songs of American Children — W. E. Newell: 
Harper, New York. 

Folk Dances and Singing Games — Burchenal : G. S. Schir- 
mer, New York. 

The Folk Dance Book — C. Ward Crampton : G. S. Schirmer, 
New York. 

Popular Folk Games and Dances — Marie Hofer: G. S. 
Schirmer, New York. 

Children's Old and New Singing Games — Marie Hofer: 
G. S. Schirmer, New York. 

Folk Dances and Games — Caroline Crawford. 

Accidents and Emergencies — Dalles. 



RECREATION MANUAL FOR SCHOOLS 39 



Music and description of all the folk dances listed here may 
be found in The Folk Dance Book, C. Ward Crampton, pub- 
lished by G. S. Schirmer, New York, or in Popular Folk Games 
and Dances, Marie Hofer, published by G. S. Schirmer, New 
York. 

DESCRIPTION OF GAMES 
PRIMARY DIVISION— GRADES 1, 2, 3 

RING GAMES 

Cat and Mouse 

One player is chosen for the cat and one for the mouse. The play 
starts with the cat outside and the mouse inside the circle of children 
holding hands. Cat asks mouse, "What time does the cat come home?" 
The mouse replies with "Any hour of the twelve he desires." The children 
in the circle march around, counting as many steps as the mouse has 
designated hours, stopping on the last count when the cat tries to break 
through the circle to catch the mouse, when the circle aids to foil the 
efforts of the cat. When the mouse is caught he joins the circle and the 
cat becomes the mouse. A new cat is chosen from the circle. 

Bell Game 

Two players inside circle, one of whom is blindfolded while other has 
bell which he rings while blindfolded player tries to catch him. When 
caught, one with bell takes place in circle, the blindfolded player takes 
bell and chooses one of the circle to be next blindfolded. Two stones may 
be struck together in place of a bell. Use paper bag over head for 
blindfold. 

Blind Man's Buff With Wand 

Players stand in a circle. "It" stands blindfolded in center, holding 
wand. Players move in a circle until "It" touches one with the wand and 
calls, "Still pond; no more moving." He then tries to guess the person 
whom he is touching. If he does not guess the right person in three 
trials, the game continues until he succeeds in naming correctly the 
person touched. This person then becomes "It." 

Dodge Ball 

Draw large circle on the ground. Players number by fives. Number 
ones take place within the circle. Others outside the circle have a basket 
ball with which they try to hit those inside, who try to dodge. When 
one is hit he takes his place outside with the others. The last one hit 
is winner of his relay. 

Next, number twos enter circle; then number threes, until all have 
played. The final is played by having the winner of each relay go 
within the circle. The dodgers must be hit below the knee. Primary 
children generally roll the ball. 

Circle Tag 

"It" stands inside large circle. Players venture inside circle and tanta- 
lize "It," who tries to tag one of them without getting outside of the circle. 
When a player is tagged, he becomes "It." At beginning of game, "It" 
must be in the center of the circle. 



40 RECREATION MANUAL FOR SCHOOLS 

Frog in the Meadow 

Players stand in a circle. The frog sits in middle. Circle players 
taunt frog by seeing how near they can approach him without being 
touched. When a player is touched he becomes the frog. 

Stone 

Players move in a circle around "It," who stoops in the middle. When 
"It" calls out "Stone!", players drop hands and run to the bases already 
chosen. If "It" catches any of the players, they become "stones" with 
him until all are caught. 

Skip Away, or Herr Slap Jack 

"It" runs around circle and touches player who runs around in oppo- 
site direction. When they meet, they may stop, heels together, make a 
deep curtsey, or shake hands, then continue their run around circle. First 
one reaching vacant place is "It." If "politeness" is omitted, players 
must "keep to the right." 

Drop the Handkerchief, or Itisket, Itasket 

From a circle, facing inward. "It," carrying a handkerchief around 
circle, chants or sings, while whole circle sings with him: 
"Itisket, Itasket, a green and yellow basket; 
I wrote a letter to my love and on my way I dropped it, 
I dropped it, I dropped it, and on my way I dropped it." 
Before last phrase, "It" must drop handkerchief and immediately start 
on a quick run in and out of circle. The one behind whom the handker- 
chief is dropped tries to catch "It." If "It" is caught, he must step into 
the circle. Should a player not discover he has the handkerchief, he 
enters center and frees another player, if there. Player in center may 
free himself by securing handkerchief. 

Two Deep 

Players stand in a circle. Two "Its" are chosen, one to chase the 
other. When the second "It" sees he is about to be caught, he steps in 
front of one of the circle players and is then safe, but the one in front of 
whom he stepped must take his place in being pursued. The game con- 
tinues in this manner until one is caught. This one then turns and gives 
chase to his pursuer, who steps in front of a circle player, etc. 

RUNNING GAMES 
King's Land 

Best game of its kind for primary grades. 

The King stands at one end of plot and players at other end. In front 
of each is a line. The king stands a few feet behind his line while 
players approach, put one foot over the line, hold it there and say: 
"I'm on the King's land, 
The king is not at home, 
He can not catch me 
Till I say 'come'." 
When the word "come" is said, all run to beyond their line pursued 
by the King. All caught remain with the King and assist him in catching 
the remainder of players. 



RECREATION MANUAL FOR SCHOOLS 41 

The Wind and the Flowers 

Appoint two leaders, who choose up sides. Sides take opposite goals. 
One side is called the "Wind" and the other the "Flowers." The flowers 
choose the name of some flower which they are to represent when they 
go across the field to the wind's home, where they arrange themselves in 
a straight line facing the wind's side at a distance of two feet. Each 
player on the wind's side has a turn to guess the flower's name. When 
the name has been guessed rightly, the wind "blows" the flowers across 
the field to the flower's home. Any flowers that are caught then go to 
the wind's side. The play continues with the wind changing to flowers, 
etc. The side that has the largest number at the finish of the game wins. 

Pom, Pom, Pull Aivay 

"It" stands midway between two parallel boundary lines about forty 
feet apart. When "It" calls out "Pom, Pom, pull away; if you don't 
come, I'll pull you away!", all run to other boundary lines, pursued by 
"It." All caught assist "It" until all others are caught. Players may 
run each time only when signal is given. Variation : Let "It" call a 
player by name, as, "John Smith, Pom, Pom, pull away! Come away or 
I'll fetch you away!" If John Smith is caught, he assists "It;" if he 
gets safely across, he remains until joined by his comrades. 

Trades (New Orleans) 

Players divide into two equal groups. Each retires behind its goal 
line and decides what trade they will represent. One side approaches 
other's goal, when they are hailed thus : 

"Hello, where're you from?" 

"New Orleans." 

"What's your trade?" 

"Lemonade." 

"Go to work and show us some." 
Here approaching group goes through pantomime motions descriptive 
of trade chosen as picking cotton, sawing wood, sowing grain, etc. When 
their trade is guessed, they break and run for home, pursued by their 
opponents, after which the other party chooses a trade and approaches. 
(1) All caught by either side remain with their captors. Side losing all 
its players loses the game, or (2) score may be kept and the captured 
allowed to return to their own side. 

Tommy Tiddler's Ground 

Ground is divided by a line into two equal parts. One side belongs 
to Tommy Tiddler, and the other to other players. Each stands on his 
side. The players venture across the line onto Tommy's ground, taunting 
him with the remark: "I'm on Tommy Tiddler's ground picking up gold 
and silver." Tommy tags anyone who ventures too close to him, and 
anyone so tagged changes places with Tommy. While Tommy is chasing 
one person the others invade his ground. Tommy can not cross the line. 

Rabbit's Nest 

Nests are formed by groups of three children holding hands. In the 
center of each group stands a child called the rabbit. A dog and rabbit 
are then chosen who stand outside the nests. The dog chases the rabbit, 
which, to escape pursuit, runs to a nest and is then safe, but the rabbit 
which was in the nest must run out, and, being chased by the dog, darts 
into another nest. This play is continued until a rabbit is caught by the 
dog. Then the one caught is the dog and turns to chase the one who 
was pursuing him, who is then the rabbit. 



42 



RECREATION MANUAL FOR SCHOOLS 



SINGING GAMES SUITABLE FOR PRIMARY PLAY 
Farmer in the Dell 




a-jBEJEJ 



The far - mer in 
_l 



± 



the dell, 
J- 



The far - mer in the dell, 



=t 




Heigh - o the cher - ry - oh, The far - mer in the dell. 

'_* i J— 



I 



iS 



-j.- 



The succeeding verses vary in the choice of each and follow in this 
order : 

The farmer takes a wife, etc. 
The wife takes a child, etc. 
The child takes a nurse, etc. 
The nurse takes a cat, etc. 
The cat takes a rat, etc. 
The rat takes the cheese, etc. 
The cheese takes a knife, etc. 
The knife stands alone, etc. 



The players stand in a circle with the farmer in the middle. At the 
singing of the second verse during which the circle keeps time marching 
or skipping around the circle, the farmer beckons to some one to come 
into the dell with him and represent his wife. During the third verse 
the wife chooses a child and so on until at last the knife has been chosen, 
then the players stand still and clap vigorously while all but the knife 
run out of the circle and leave him standing alone. The game may then 
be repeated with the knife as the new farmer. 



RECREATION MANUAL FOR SCHOOLS 



43 



Oats, Peas, Beans and Barley Grows 



Oats, peas, beans and bar - ley grows, Oats, peas, beans and 



i 



*=* 



~N- 



w 



=£ 



V — ' 

bar - ley grows. Nor you nor I nor no - bod - y knows How 



m 



S=t 



oats, peas, beans and bar - ley grows. Thus the far - mer 



m ^=4=&k m 



t=t 



§ 



i=t= t 



3t 



sows his seed, Thus he stands and takes his ease, 



dh 



m 



E 



mm 



m. 



PI 



Stamps his foot and clasps his hands, And turns a - round to 



im 



44 



RECREATION MANUAL FOR SCHOOLS 



J E^=J=^ 



-0-r 



view his lands. A - waiting for a part 



m 



i=fc 



ner, 



J± 



i 



% 



•=* 



•=i=F 



=F==F 



V- 



A - waiting ' for a part - ner, So open the ring and 



g#Mi 



& 



# 



8: 



f 



choose one in, Make haste and choose your part - ner. 



fc* 



* 



£ 



^: 



SI 



m 



-s-n- 



The players form a ring clasping hands and circle about one of their 
number who represents the farmer and stands in the center. They all 
sing the first four lines, when they drop hands and each player goes 
through the motions indicated by the words of the second verse; sowing 
the seed with a broad sweep of the arm as though scattering seed from 
the hand; standing erect and folding the arms; stamping the foot; clap- 
ping the hands; and at the end of the verse turning entirely around. 
They then clasp hands again and circle around singing: 

"A-waiting for a partner," 
"A-waiting for a partner," 

standing still for the last two lines. 

"So open the ring and choose one in." 

On these words the one in the center chooses one from the circle as a 
partner and the circle skips around humming the tune or singing "La, 
la, la," through once. The new partner then proceeds with the game 
from the beginning. 



RECREATION MANUAL FOR SCHOOLS 



45 



ff 



Mulberry Bush 



i=, 



im 



P3 



^=$ = $=m ^mEE$E^d 



Here we go round the mul - ber - ry bush, The 



M: 






S 



mul - ber- ry bush, the mul - ber - ry bush, Here we go round the 



^x 



I 



Siiiii 



:^c 



iE 



2 



j-:- -J-- -4 



mul - ber - ry bush, So ear - ly in 



'J "* V 



the 



§5 



pi? 



II 



morn - ing. 



J_ 



I 



Suggested Variations (by permission) 



Here we go round the Christmas tree 
So early Christmas morning, 
This is the way we rock our dolls, 
Blow our horns, beat our drums, 
Rock our horses, etc., 
(as children suggest.) 

This is the way we make a garden 
So early in the morning, 
This is the way we spade the ground, 
Rake the ground, plant the seed, etc. 

This is the way we wash our clothes, 
We wash our clothes, we wash our clothes, 
This is the way we wash our clothes, 
So early Monday morning. 

This is the way we iron our clothes, 
We iron our clothes, we iron our clothes, 
This is the way we iron our clothes, 
So early Tuesday morning. 



46 RECREATION MANUAL FOR SCHOOLS 

This is the way we scrub our floor, 
We scrub our floor, we scrub our floor, 
This is the way we scrub our floor, 
So early Wednesday morning. 

This is the way we mend our clothes, 
We mend our clothes, we mend our clothes, 
This is the way we mend our clothes, 
So early Thursday morning. 

This is the way we sweep the house, 
i We sweep the house, we sweep the house, 

This is the way we sweep the house, 
So early Friday morning. 

This is the way we bake our bread, 
Bake our bread, bake our bread, 
This is the way we bake our bread, 
So early Saturday morning. 

This is the way we go to church, 
Go to church, go to church, 
This is the way we go to church, 
So early Sunday morning. 



The Riders 
(By Permission) 



This is the way the ladies ride, 
Gentle and slow, gentle and slow, 
This is the way the ladies ride, 
All on a pleasant morning. 

This is the way the gentlemen ride, 
Trotting they go, trotting they go, etc. 
This is the way the farmers ride, 
Joggity-jo, joggity-jo, etc. 

This is the way the soldiers ride, 
Gallop, O, ho! Gallop, 0, ho! etc. 



The players stand in a circle clasping hands, and dance around, singing 
the first verse. Beginning with the second verse the action indicated in 
the lines is given in pantomime, and all spin around on their toes on 
singing the lines, "So early in the morning." 



RECREATION MANUAL FOR SCHOOLS 



47 



Did You Ever See a Lassie? 



fe 



Did you ev - er see a las - sie, 



m 



* 



:l 1 



£: 



1 



i^ 



w 



las • sie, a las • sie, Did you ev - er see a 



m 



t 



J=£ 



* 



J— T— £ 



ins 



I 



i 



-* — #- 



-* — *- 



las 



5# 



sie do M/'j way and M<z/.? Do Mj'j- way and 

3=£ 



fczft 



PI 



d 5=F=t 



» — *— *- 



that way, and this way and Ma/ way; Did you 



Pi=q=d=i 



i 



-*=T- 



3 



■S-. 

ev - er see a las - sie do tf*> way and /£«?.' 



^= 



■f-Hfc 



:*=*: 



I 



£ 



I 



48 



RECREATION MANUAL FOR SCHOOLS 



Looby Loo 



■ -k-i z k s: k c k~ 






-£S=J- 



^-» 



Here we dance looby, loo - by, loo - by.Here we dance looby.loo - by .light ; 






fefc=* 



-=i — \ 



1 



— #- 



s 



£ 



B£ 



* — g> . x 



Here we dance loo - by, loo - by, loo - by, loo, 

i £ t £ &: 



lizfc 



^ 



*§ 



Chorus 



K^ 



-* — * — *- 



gifct 



Ev - 'ry Sat - ur - day night Put your right hand in, 
*£- @ r , f- ¥ f» £ 

H tL- 1 h" 



-&,- 



-&- 



it 



i^i 



2EE. 



B 



Put your right hand out, Give your right hand a 



4=^ 



4^- 



-fZ- 



£ 



m 



m 



fe£ 



* 



^ 



* 



shake,shake, shake, 



S 



* * * -J^J 

Hin - kum - boo - by 

: 1 — — zz L V - 



round a - bout. 



*=*=£ 



i 



RECREATION MANUAL FOR SCHOOLS 



49 



Put your left hand in, etc. 

Put your right foot in, etc. 

Put your left foot in, etc. 

Put your two feet in, etc. 

Put your head way in, etc. 

Put your whole self in, etc. 
The players skip around the circle for the first verse. For the fol- 
lowing verses which describe action the movements are suited to the 
words; for instance, when the left hand is called for, the players lean 
far forward and stretch the left hand into the ring while singing the 
first line, turn around and stretch the left hand outward for the second 
line, shake the hand hard on the third line, and on the last line jump 
or spin entirely around. After each verse the first verse of "Looby Loo" 
is repeated, accompanied by the dancing. 



fe 



Round and Round the Village 

= r _ . — r ±=t 



Go 



round and round the vil 



lage, 



Go 



Sbee 






¥ 



-V- 



round and round the vil - lage, 



Go round and round the 



m 



fefc 



I 



IE 



vil - lage, 



As 



we 

-•- 



have done 



be 



fore. 



-* *- 



4= 



I 



Go in and out the windows, 

Go in and out the windows, 

Go in and out the windows, 

As we have done before. 

Now stand and face your partner, etc. 

Now follow me to London, etc. 
The players form a circle, clasping hands, with one player outside. 
In this game the circle stands still and represents the houses of a village. 
On the second verse, "In and out the windows," the children raise their 
clasped hands and "It" passes in under one arch, out under the next and 
so on. At the beginning of the third verse, "It" chooses a partner, who 
follows him around the circle during the last verse. 



50 



RECREATION MANUAL FOR SCHOOLS 



Players stand in a circle, and while they sing the song, "It" in the 
center imitates any activity, such as mowing grass, raking hay, making 
bread, etc. She may use dancing steps, such as bowing, skipping, whirl- 
ing, etc., or any gymnastic movements may be used. The circle players 
imitate "It's" pantomime. When a boy is in the center, the word "laddie" 
should be used instead of "lassie." 



Muffin Man 



P 



:*r=3 



e=* 



3^E 



Oh, have 
Oh, yes, 



you 
I've 



seen 
seen 



the muf 
the muf 



fin 
fin 



man, 
man, 



Ss 



^r 



S= 






the 
the 



I 



pum 



*=*»! 



*=*=* 



i±£ 



:t=t 



H 



ms 



muf - fin man, the muf - fin man ? Oh, have you seen the 
muf - fin man, the muf - fin man, Oh, yes, I've seen the 



S^l 



muf 
muf 



K£ 



-a- 
-% 

fin 
fin 



rt 



—d — «- 



man that lives in Dru - ry Lane, 
man that lives in Dru - ry Lane, 



^3 



-•— . — f 2 



m 



=£: 



Ol 
O! 

-g— 



I 



^-- 



The players stand in a circle with one or more in the center. The 
circle dances around and sings the first verse. They then stand still 
while the player or players in the center choose each a partner who 
enters the circle and clasps hands with him. All dance around singing 
the second verse. 



RECREATION MANUAL FOR SCHOOLS 51 

The Sleeping Princess 

J. Curwen & Sons, Ltd., London: Folk Dances of Europe. 

Miss Crawford has a slightly different version in her Folk Dance Book. 

Formation : A large circle in the middle of which stands the Princess 
surrounded by a smaller circle of courtiers. Those in the circles join 
hands. The Prince and the Fairy stand outside the circle. 

Description : 

Both circles move around singing: 

"The princess was so beautiful, beautiful, beautiful, 
The princess was so beautiful, fair as day." 

All stand still and shake finger warningly at the princess: 
"0, little princess, have a care, have a care, have a care, 
0, little princess, have a care, a wicked fay." 

The fairy breaks through the circle and steals toward the princess: 
"There came a wicked fairy there, fairy there, fairy there, 
There came a wicked fairy there, who did say." 

Fairy waves her wand, princess kneels and covers her eyes, courtiers 
gradually do the same: 

"Princess sleep a hundred years, hundred years, hundred years, 
Princess sleep a hundred years, and own my sway." 

Outer circle raise high joined hands to represent the hedge: 

"A hedge grew round them giant high, giant high, giant high, 
A hedge grew round them giant high, cold and gray." 

The prince breaks through hedge, looks about, and at last sees the 
princess : 

"There came a king's son galloping, galloping, galloping, 
There came a king's son galloping, bright and gay." 

The prince takes the princess' hand: 

"O little princess, lovely maid, lovely maid, lovely maid! 
O little princess, lovely maid, awake I pray!" 

The princess rises, the courtiers awaken, rise, form in couples: 

"The little princess then did wake, then did wake, then did wake, 
The little princess then did wake, and rode away." 

The prince and princess followed by the courtiers skip — about the 
circle: 

"They made a splendid marriage feast, marriage feast, marriage 
feast, 
They made a splendid marriage feast that same day." 

The outer circle form in couples and skip with them: 

"The people all made merry then, merry then, merry then, 
The people all made merry then, with dance and play." 



52 



RECREATION MANUAL FOR SCHOOLS 



London Bridge 



£=t 



Se£ 



3=4- 



^3 



^ 



Lon - don bridge is fall - ing down, Fall - ingdown, fall - ing down, 



gaff? EEEE g 



: 



■=r 



n k i\ 


^ \ 




, 




1 




/^ 




y,P P 




i\ 


[^ 




| 


[^ 




1 


A.b Hi J * 


P m A 




j j 


1 






1 


ith ™ a • 


y * 




S 9 










vM/ g • 


if 






4 






J 


Lon 


don bridge is 


fall 
1 


■ ing down, 


9 
My 


fair 


la 

• 


-dy. 




rv Hi r 




' # 




i* 1 




1 


T-1 " P 


■ 


■ 




•^ b h r 


• 


—J 


« 


1 ■ * 




1 1JL — | 


4- 


— « — 


4 


I 




/ — 




1 



Build it up with iron bars, etc. 

Iron bars will bend and break, etc. 

Build it up with gold and silver, etc. 

Gold and silver will be stolen away, etc. 

Set a man to watch all night, etc. 

Suppose the man should fall asleep, etc. 

Put a pine into his mouth, etc. 

Suppose the pipe should fall and break, etc. 

Set a dog to bark all night, etc. 

Suppose the dog should meet a bone, etc. ' 

Get a cock to crow all night, etc. 

Here's a prisoner I have got, etc. 

Off to prison you must go, etc. 



Two of the tallest players are chosen to represent a bridge by facing 
each other and holding their hands overhead for the other players to 
pass under. All sing the verses in succession as they skip under the 
arch and at the end of the last verse the players forming the arch drop 
their hands and catch the one underneath as prisoner. They then take 
him off to a corner and tell him to choose between two valuable objects, 
which they have previously decided upon, such as a "diamond bracelet" 
and a "pearl necklace." The prisoner belongs to the side he chooses. 
When all have been caught the prisoners line up behind their respective 
leaders and have a tug-of-war, the side winning which succeeds in pulling 
its opponents across a given line. 



RECREATION MANUAL FOR SCHOOLS 



53 



Itiskit, Itasket 



7\y <■> — i- 



5fe 






*=* 



mm 



I - tis - kit, I - tas - ket, A green and yel - low bas - ket ; I 

N ps N i 






=3 ~ « irrl 



'^''fLujL 



& 



: ==h&: 




t2=|==f 



_l 1 n- 

• C •- 



:*^ 



*-*" 



S 



wrote a let - ter to my love And on the way I dropped it. I 
Some one of you has picked it up And put it % in your pock - et : It 






fe3 



m 



3= 



*=fc=£rf 



^^^^m 



tt 



* 



±*=f 



it 



$=£: 



-•— 



ffl— *- 



dropped it, I dropped it, And on the way I dropped it. 
isn't you, it isn't you, It isn't you, it isn't you. 



]?=± 



*=* 



-• m - 



-*-r 



0-i- 



m 



m 



®mm 



A V- 



£: 



S 



1 



During the singing of the lines the game of "Drop the Handkerchief" 
is played. On the first words of "I dropped it," the handkerchief is 
dropped. 



54 RECREATION MANUAL FOR SCHOOLS 

SIMPLE TAG GAMES 

I. — Tag. One player is "It," and chases the others, trying to tag one 
of the others. Anyone who is tagged becomes "It," and chases the others. 

II. — Squat Tag. "It" chases the others. A player may escape being 
tagged by stooping or "squatting," but may stoop but three times. After 
the third stoop, a player may resort only to running to escape being 
tagged. 

III. — Cross Tag. Player escapes being tagged by another player run- 
ning between the first player and "It," who then chases the second player. 

IV. — Couple Tag. Players stand in couples, holding hands. Two 
"Its" hold hands and chase couples to tag them. 

V. — Japanese Tag. "It" tags players, who place their left hands on the 
spots touched by "It," and in that position must chase the other players, 
being relieved only when they succeed in tagging others. 

VI. — Iron Tag. Players can not be tagged when touching iron. 
VII. — Wood Tag. Players can not be tagged when touching wood. 
VIII. — Somersault Tag. The same as squat tag, except that the 
players may escape being tagged by turning a somersault. 
IX. — Handspring Tag. Same as above. 



INTERMEDIATE DIVISION— GRADES 4, 5, 6 

RING GAMES 

Numbers Change 

Players are numbered consecutively and take their places in any 
manner to form a circle. Drop hands. One player in center who calls 
two numbers. The players whose numbers are called attempt to change 
places. The caller chases one of them in and out of the circle, and if 
successful, the one caught must be the caller. 

Dumb-bell Tag 

Any number of players, one of whom is "It." "It" stands in center of 
circle. A dumb-bell is passed from one player to another. "It" must 
touch the dumb-bell. One with dumb-bell, when so tagged, becomes "It." 

Hunt the Slipper, or Cobbler, Cobbler, Mend My Shoe 

Circle formation. Dumbbell may be used instead of a shoe. Players 
stand snugly together. "It" closes his eyes, stands in center, and says : 
"Cobbler, cobbler, mend my shoe, 
Have it done by half-past two, 
Stitch it up, stitch it down." 

"It" onens eyes, when players say: "Now, see with whom the shoe is 
found." As "It" says, "Mend my shoe," he hands it to one of the players, 
who starts passing the shoe behind him. "It" tries to find shoe. When 
"It" asks any player, "Have you my shoe?" the player must show both 
of his hands. The dumb-bell must be kept moving. When "It" touches 
player who has the shoe, player so touched changes places with "It." 
Repeat. 

Dodge Ball 

(See Primary Division) 



RECREATION MANUAL FOR SCHOOLS 



Stride Ball 

Arrange players, standing with feet apart, in a circle. "It" stands in 
the center and tries to throw or roll a basket ball between the feet of 
some player, who tries to prevent his doing so. Any player who allows 
the ball to pass between his feet must leave the circle and the play 
continues until only one is left, who becomes "It" for the next game. 

Center Base 

Players stand in a circle. "It" stands in the center, holding a basket 
ball, which he throws to a circle player, who must return the ball to the 
center of the circle and give chase to "It," following in the same course 
which "It" takes. If "It" ca nreturn and touch the ball before being 
overtaken by his pursuer, the latter then becomes "It" for a new game, 
otherwise the play continues with the same "It" of the first game. 

Circle Ball, or Hot Potato 

Players stand in a circle, with "It" in center. The play begins with 
the basket ball being thrown from one player to another, and continues 
in this manner. "It" tries to touch the ball or some person holding the 
ball. If he touches the ball, the last person who has touched it becomes 
"It;" if he touches some person holding the ball, that person becomes "It." 

Ruth and Jacob 

A girl is chosen to be Ruth or a boy to be Jacob. The one chosen is 
blindfolded, turned around several times and left in the center of the 
circle. If a girl is chosen she must step forward and touch some boy, 
who takes his place in the circle. Ruth then calls, "Where art thou, 
Jacob?" and Jacob answers, "Here." As often as Ruth calls, Jacob 
must answer. Guided by his voice, Ruth gives chase. When Jacob is 
caught Ruth must identify him. If she fails she must try another boy; 
if she succeeds, Jacob becomes "It," and chooses a new Ruth. 

Spin the Platter 

Arrange players in a circle and number them consecutively. "It" 
stands in the center and spins a platter, at the same time calling out a 
number. The player who has that number must catch up the platter from 
the floor before it falls. If he fails to do this he becomes "It" and the 
play continues. 

Have You Seen My Sheep? 

Players stand in a circle. One walks around on the outside, and, 
touching one of the circle players, asks: "Have you seen my sheep?" 
The one questioned answers, "How was he dressed?" The outside player 
then describes the dress of someone in the circle and the one questioned 
guesses the person being described. When he has guessed right he 
chases the one whose dress was described, around the circle, who tries to 
reach his own place before being tagged. In case he is tagged, he must 
be "It." The one who first asked the question takes no part in the chase. 



56 RECREATION MANUAL FOR SCHOOLS 

Garden Scamp 
Game for Boys 

Players stand in a circle. Gardener stands on outside of the circle 
and the Garden Scamp stands in the center. The following conversation 
takes place: 

Gardener: "What are you doing in my garden?" 

Garden Scamp: "Stealing blackberries." 

Gardener: "How did you get in?" 

Garden Scamp: "Find out if you can." 

Whereupon the gardener gives chase to the Garden Scamp, whom he 
must follow through the same places, touch the same objects and follow 
the same motions, such as leap frog over players, crawl between their 
legs, etc. When the Garden Scamp is caught, the gardener becomes the 
Garden Scamp and a new gardener is chosen. 

Garden Scamp may be played in the schoolroom in this way: Each 
row of children represents a row of vegetables — carrots, turnips, cab- 
bages, parsnips, beets, onions, etc. The Garden Scamp pulls up a 
vegetable (that is, pulls up a child from his seat) and runs on. The 
gardener must, of course, take time to do the same thing. 

Poison 

A circle is marked on the floor or ground, considerably smaller than 
an outer circle formed by players, clasping hands. Each player tries, 
by pulling and pushing, to induce others to step within the small circle, 
but endeavors to keep out himself. Anyone who steps inside is poisoned, 
and all players drop hands and run from him to touch wood. . When "It" 
can tag someone who is not touching wood, he is poisoned also. Play 
continues until all are caught. 

Baste the Beetle 

Players stand in a circle with hands behind them. "It" runs around 
the circle and places a knotted towel in the hands of some player, who then 
chases the person standing at his right around the circle. During the 
chase the person who holds the towel or rope hits the one he is chasing 
as often as possible with it until the second player reaches his place in 
the circle. The first player then continues the game from the beginning. 

Run for Your Supper 

Players in a circle holding hands. One player is "It." He runs around 
the outside and finally touches the hands of two people of the circle. 
The two touched, drop hands and run in the opposite direction from the 
way "It" has gone, racing to see who can gain vacant place. The winner 
then becomes "It." When older people play, the last one in becomes "It." 

Flying Dutchman 

Players stand in a circle, couples holding hands. A couple who are 
"It" run around outside of circle and touch a circle couple, who must then 
run around the circle in the opposite direction, racing with the first 
couple to gain the vacant place in the ring. The couple reaching it first 
may be "It." This game may be varied by giving the couples different 
feats to perform during the race. 



RECREATION MANUAL FOR SCHOOLS 57 



Three Deep 

Arrange the players in a double circle facing center and play the 
same as "Two Deep," described in the division of games for the primary 
group, using the third player to run instead of second. 

Bear in the Pit (Boys) 

A bear pit is formed by the players joining hands in a circle with one 
in the center as bear. The bear tries to get out by breaking out the bars 
(clasped hands) or by going over or under these barriers. Should he 
escape, all of the players give chase, the one who catches him becoming 
the bear. 

Sheep and Wolf (Boys) 
Same as Cat and Mouse — except rougher. Suitable for older boys. 

"Shinny" 

Players stand in a circle. Each player is equipped with a stick and 
digs a small hole in front of where he stands. There should be one hole 
less than the number of players. In the center of the circle a larger 
hole is dug in which the ball is placed. At the beginning of the game 
players stand in the center around the ball, with the ends of their sticks 
under it. At a given signal the players lift the ball into the air and run 
to place the ends of their sticks in the holes of the circle. The player who 
finds himself without a hole is "It," and must try to return the ball to the 
center hole by pushing it with his stick. The circle players try to prevent 
this by pushing the ball from the center with their sticks. If at any 
time a player is left without a hole he becomes "It." When the ball is 
pushed into the center hole and "It" cries "Shinny" three times before 
some of the players push it out, the game begins again. 

Chicken Fight 

Players in circle about eight feet in diameter. Two players stand on 
opposite sides, each on one foot with arms folded. They bump each other 
until one is compelled to unfold his arms; touch ground with raised foot, 
or do both. One so doing loses. Instead of forming circle, players may 
choose partners, and begin bumping on signal from teacher. Winners 
bump until only one is left. 

Dodge Ball 
(Bancroft) 

The players are divided into two even groups. One group forms a 
circle; the other group stands within the circle scattered promiscuously 
about. The object of the game is for the circle men to hit the center men 
with a basket ball, the center men dodging in any manner to evade this. 
They may not leave the ring. Any person hit on any part of his person 
at once joins the circle men. The last player to remain in wins for his 
side. Then the groups change places and the same play is carried out 
until only one man is left from the second group; then the player from 
each group who remained in the circle longest steps to the center. The 
first group throw at the second group's player and vice versa. The player 
who evades the ball the longest wins the game for his group. 



58 RECREATION MANUAL FOR SCHOOLS 

Corner Ball 
(Bancroft) 

Ground — The ground is marked off into a space measuring twenty-five 
by thirty feet. This is divided across the center by a straight line. In 
the further corner of each half so made a small square goal is marked 
off, there being two such goals in each court. 

Players — The players are divided into two even groups. Each faces 
the other in straight lines and stations a goal man in each of the goals 
at the rear of the opposite side. 

Object — To throw the ball over the heads of the opposing party to 
one's own goal men who are at the rear of the opponents' court. 

Rules — The players on each side are not bound to any special 
territory within their own court, but will naturally see that each of the 
goals at their rear is well protected. They will also, of course, try to 
return the ball over the heads of the opposing party to their own goal 
men in the opposite court. No player may cross the line which divides the 
two halves of ground. The goal men may not step outside the goals, and 
no opponent may step inside. When a goal man catches a ball he must 
throw it back at once, trying, of course, to get it to his own party over 
the heads of the opponents, who try to intercept it. 

Score — Every ball caught by a goal man scores one point for the 
party throwing. The side first scoring twenty points wins the game. 

For volley ball, tether ball and indoor baseball, see Spalding's Official 
Rules. 

RUNNING GAMES 

Blackman (Boys) 

Arrange players in a line back of a given goal. The Blackman stands 
in the center of the field. The following conversation ensues : 
Blackman: "What are you doing there?" 
Players: "Stealing grapes." 

Blackman: "What would you do if the Blackman came?" 
Players: "Run right through and never mind you." 
Whereupon all run across the field to the opposite goal. Blackman 
pats each player three times upon the back as he catches him and each 
person caught helps the Blackman tag the others, until all are caught. 

Steal Sticks 

The chaser has a territory agreed upon in which a certain number 
of sticks are scattered about. The object is to steal all his sticks before 
he catches anyone, in which case he must be "It" again. If anyone is 
caught, he must be "It." 

Chinese Wall 

Wall is marked off by two parallel lines straight across the center 
of the playground, leaving a space between them about four feet wide 
which represents the wall. On each side of the wall, at a distance of 
from fifteen to thirty feet, a parallel line is drawn across the ground. 
This marks the safety or home goal for the besiegers. 

One player is chosen to defend the wall, and takes his place upon it. 
All other players stand in one of the home goals. The defender calls out 
"start," when all players must cross wall to the goal beyond, the defender 
trying to tag as many as he can as they cross; but he can not overstep 
the boundaries of the wall himself. All tagged join defender in trying 
to secure rest of players. Game ends when all have been caught, the 
last one caught becomes defender for the next game. 



RECREATION MANUAL FOR SCHOOLS 59 

Telephone 

One player is chosen Central, who stands at one end of floor or plot. 
Players join hands at other end and in approaching the Central, player 
at left hand end of line squeezes hand of player whose hand he holds, 
who, in turn, squeezes the next, and so on, until player's hand at right 
hand end of line is squeezed, when he exclaims, "Hello, Central!" This 
is signal for players to break and run back to their goal line, pursued 
by Central. The first one caught (but one need be caught) by Central 
becomes next Central, the former Central taking place at head of line 
and starting next message. Game may be made more exciting by having 
player at the head of line start message when he chooses. The line must 
keep moving even if it has to circle around Central, waiting for signal. 
Central may catch several players who are prisoners until they catch 
others to take their places. 

Fisherman 

The "fish" stand at one goal in a straight line. The fisherman makes 
a pretense of rowing his boat up and down the river in front of the fish. 
At a given signal all the fish begin "swimming" (running with vigorous 
arm movements) across the river to the opposite goal. The fisherman 
tries to tag the fish, and these, when tagged, hold hands in a net across 
the river and inclose any fish that they catch. Play continues until all 
the fish have become a part of the net. Last player caught becomes 
fisherman. (This is an excellent game for cold days.) 

Lame Fox and Chickens 

One player is chosen for the fox, and stands in den at one end of 
playground. Rest are chickens and have their yard at opposite end. 
The chickens approach the fox's den, and tease him by saying, "Lame 
fox! Lame fox! Can't catch anybody!" The lame fox may take but 
three steps beyond his den, when he must hop on one foot while trying 
to catch chickens. Those caught obey the same as does the fox. With 
large numbers, two foxes. 

Steps 

No. 1 — Mark off ground by two parallel lines from 50 to 200 feet 
apart. One player is chosen counter and stands on one line with his 
back to the others who line up on the opposite line. Players must advance 
across the line on which the counter is stationed. They can advance 
only while the counter counts ten. When the counter says "ten!" he 
turns and looks when all should have stopped. All who are then in 
motion must go back to the starting line and begin over. This is 
repeated until all have crossed the line of the counter. The last one 
over exchanges places with "It" for the next game. 

No. 2. — This is begun similarly to No. 1, the players moving forward 
during the counting; but the object now is for the one who can reach 
the counter first, without being detected in moving, to touch the counter 
and set him free. The counter then chases the players back to their 
goal. The one caught becomes the counter. The player who touched 
the counter is safe. 

Midnight 

One of the best games for the intermediate grades. 

Players are equally divided and take their places at opposite ends 
of playing space — behind goal line. Three feet in front of goal line 
another line is drawn for "daring." Each side selects a spokesman and 



60 RECREATION MANUAL FOR SCHOOLS 

a code arranged from any hours between noon and "midnight." "Mid- 
night" is the signal for running. Sides approach each other's line 
alternately. To the question : "What time is it?" spokesman of approach- 
ing group answers. The question, what time is it? is repeated until 
"Midnight" is answered. 

With each turn a new code is arranged. With older children it is 
interesting to allow the spokesman to choose what hours he wishes to 
mention, his group knowing only the one hour he is going to mention 
before saying "Midnight." 

Those caught may be (1) retained by the catchers, or (2) score kept, 
and those caught permitted to return to their own side. 

Trades and Professions 

The players divide themselves into two equal groups. The first group 
retires behind its goal line and decides upon some trade or occupation, 
whereupon they advance to the second group's goal line and the following 
conversation ensues : 

First Group: "Here we come." 

Second Group: "Where are you from?" 

First Group: "New Orleans." 

Second Group: "What's your trade?" 

First Group: "Lemonade." 

Second Group: "Show us some." 

Then the first group stands in a straight line and goes through panto- 
mimic motions descriptive of the occupation chosen, such as planing, 
sawing, hammering, churning, etc. The second party guesses what this 
pantomime indicates, each player in his turn. Should they guess correctly, 
they chase the first group back "home," and take whatever captives they 
can; then the second group has its trial. The game ends when all the 
players are on one side. 

Dare Base 

Two equal groups behind lines at opposite ends of ground. In front 
of each line, and near the middle of it, is a shorter line which opposing 
sides approach when giving dares. On both ends of the ground and 
about fifteen feet in front of the lines is the prisoners' base. When one 
of the players is caught he is put in prison and must stay there until 
another of the players from his side touches him and he is safe. One 
player approaches and touches the enemy's dare line; then group whose 
dare line has been thus touched, pursues him until someone from the 
"daring" side runs out. Last player to leave base is safe. When prisons 
are empty a new dare is given. 

Last Couple Out 

No. 1 — An odd number of players. One is chosen "It," who stands with 
his back to the other players, who stand in couples in line behind him, 
facing in the same direction. "It" calls, "Last couple out!" When the 
last couple runs, one on each side of the line of players, and tries to 
joins hands in front of the chaser, who can not chase them or turn his 
head until they are in line with where caller is standing. If "It" tags one 
of them before runners clasp hands, "It" and the one not caught form a 
couple and take their places at head of line and the other player becomes 
"It." If neither is caught, the first "It" is again "It." 

No. 2 — Even number of players lined up in facing lines about four 
feet apart. An odd one, "It," stands between the lines and says, "Last 
couple out!" The two at head of lines leave their respective places and 



RECREATION MANUAL FOR SCHOOLS 61 

endeavor to join hands at foot of the lines. If unsuccessful, they come 
back to their first position and there try to join hands. Running back 
and forth continues until "It" catches one of the "last couple out." Player 
caught becomes "It;" the former "It" and player not caught take position 
at foot of line. Rule: "It" can not pass around end of lines or reach 
through a line to touch a player. 

Follow the Leader- 
Arrange players in a long line. All try to perform exactly the same 
feats as their leader. In case any player does not "follow the leader," he 
must take his place at the end of the line. (This is an excellent game 
where apparatus is used.) 



TAG GAMES 
Described in Manual — Primary Division, Also 

Hang Tag 

Played as ordinary tag, except that when a player is hanging from 
some overhead apparatus so that his feet do not touch the ground or 
floor, he can not be tagged. Players constantly change places. But 
one player can be in one place at same time. When a player on rung 
or section of a beam is joined by another, the former occupant must 
seek a new place. This gives "It" an opportunity to tag someone. "It" 
may stand off about ten feet and shout, "All change!" when all players 
leave their places and seek others. 

Variation: If no "hanging" places are available or desirable, small 
circles may be drawn on the ground, or floor, which are places of 
temporary safety. 

Partner Tag 

All players but two hook arms in couples. Of the two remaining, one 
is chaser and the other is runner. Runner may save himself by locking 
arms with either member of any couple he chooses. When he does so, 
the third party of that group becomes runner and must save himself in 
a like manner. When runner is tagged, he becomes a chaser; and the 
chaser becomes runner. With large numbers, have more than one runner 
and chaser. 

Center Circle Tag 

A circle is drawn smaller than will comfortably hold all of the 
players, necessitating some remaining outside the circle. "It" stands off 
a certain distance and at a signal tries to catch some one of the players 
outside circle. Player chased takes refuge inside circle, and the one 
whom he first touches on entering the circle steps outside and becomes 
subject to being caught. 

RELAY RACES 

(See Special Description, page 68.) 




o 



pq 



RECREATION MANUAL FOR SCHOOLS 63 

GRAMMAR DIVISION— GRADES 7, 8 

ORGANIZED GAMES 
(Girls) 

Indoor Baseball 
(See Spalding's Official Rule Books) 

Captain Ball 
(Bancroft) 

Ground — On each side of the ground, at corresponding distances from 
the center, three small circles are drawn for bases at the points of a 
triangle. The circles should be from two to five feet each in diameter, 
the more skillful the players the smaller the circle. The distance between 
each two circles forming a triangle should be at least fifteen feet, and 
the distance across the center of the field between the two inner circles 
from fifteen to twenty-five feet. 

Teams — The players are divided into two teams each, consisting of 
three basemen, three base guards and one fielder. One of the basemen 
is captain and stands on the base at the end of the ground farthest from 
the center. Each team has a guard stationed near each of its opponent's 
bases, and a fielder whose place should be near the center of the ground, 
but who is free to run to any part of the ground and who should pick up 
the ball whenever it goes afield. The ball should then be put in play 
again from the center, as at the start. 

Object — To have a captain catch a ball from one of the basemen. 
A ball caught by the captain from the guard or fielder of his team does 
not count. Of course, the guards will try to prevent the ball being 
caught by a captain from one of his basemen, or by one of the basemen 
from his fielder, and, on the other hand, will try to secure the ball and 
send it back to their own basemen or fielder. 

Start — The ball is put in play by being tossed up in the center of the 
ground by a third party between the fielders, both of whom try to catch 
it. The one who succeeds has first throw. Touching the ball is not 
enough for the first catch; it must be caught in both hands. In case of 
dispute, the ball should be touched again. The ball is put in play in this 
way after each point scored; also after going afield and being picked up 
by one of the fielders. 

Rules — The basemen may put one foot outside of their bases or 
circles, but at no time both feet. Each guard must remain near the base 
he guards, but may not step within it, even with one foot. Should either 
side transgress these rules or make any other foul, the ball is thrown to 
one of the basemen on the opposite side, who is given free play to throw 
to his captain without interference of his own guard, though the captain's 
guard may try to prevent its being caught. A ball that goes afield is 
put in play again at the center, as at the opening of the game. 

Fouls — It is a foul (1) to transgress any of the rules given above; 
(2) to snatch or bat the ball; (3) to bounce the ball more than three times 
in succession; (4) to run with the ball; (5) to kick the ball; (6) to 
hand instead of throwing it, or (7) to hold it longer than time enough 
to turn once around quickly, or three seconds. Penalty for fouls consists 
in allowing opponents a free throw from one of their basemen to their 
captain, as described under Rules. 

Score — The ball scores one point whenever a catch is made by a 
captain from one of his basemen. It does not score when the captain 
catches it from a guard or fielder. Play the game in ten-minute halves, 

Sig. 3. 



64 RECREATION MANUAL FOR SCHOOLS 

between which the basemen and guards change places. The team wins 
having the highest score at the end of the second half. The ball is put 
in play at the center after each point scored. 

Note — Any number may play this game by arranging more circles 
in the field. 

Corner Ball 
Described in group of games given for the intermediate division. 

Basket Ball 
See Spalding's Official Rule Book. 

Volley Ball 
See Spalding's Official Rule Book. 

Bombardment 
(Bancroft) 

Divide the ground into two equal fields by a line across the center. 
Arrange the players in any scattered formation in their respective fields, 
and place as many Indian clubs as there are players in a straight line at 
the back of each field. The object of the game is to knock down the 
opponents' clubs. Each player, therefore, will serve both as a guard and 
as a thrower. He may throw whenever he can secure a ball, there being 
no order in which players should throw. No player may step across the 
center line. Any number of basket balls may be used. Each club over- 
turned scores one point for the side which knocked it down. Each club 
overturned by a player on his own side counts a point for the opponents. 
Play in time units of ten to twenty minutes. 

Battle Ball 

In the center of the playing space mark off by parallel lines neutral 
ground, called the "center," about ten feet wide, leaving two equal 
playing fields, one on each side. Divide players into two teams, number 
each team consecutively and give each a field over which players scatter 
promiscuously. 

To begin the game No. l's take their places in the "center" and as 
centers put into play a basket ball, which is tossed up between them, 
by batting. If the ball falls within the "center" it may be secured by 
either one of the centers who tosses it to one of her own team. No. l's 
remain in the center to secure the ball anytime it stops there during 
the play, for no other players must advance over the boundary lines. 

The object of the game is to throw the ball into the opponent's field 
and make it touch the ground before being caught. Each uncaught 
throw scores a point for the throwing side. The receiving side endeavors 
to catch the ball, and then throw it toward their opponents, making it 
hit the ground. Back and forth the ball may go until one side scores, 
when it is returned to the center and No. 2's become the centers. The 
side' scoring twenty-one points first, wins the game. 

Holding the ball (more than three seconds), running with the ball, 
or getting over the boundary lines are fouls, and give the ball to the 
other side. 



RECREATION MANUAL FOR SCHOOLS 65 

ORGANIZED GAMES 
(Boys) 

Baseball 
See Spalding's Official Rule Book. 

Indoor Baseball 
See Spalding's Official Rule Book. 

Hand Ball 
See Spalding's Official Rule Book. 

Soccer 
See Spalding's Official Rule Book. 

Football 
See Spalding's Official Rule Book. 

Captain Ball 
See rules in group of organized games for girls (grammar) . 

Swat Ball 

Divide boys into two teams. Arrange first team in a straight row at 
one end of field. Arrange second team in a formation to cover the field. 
First boy in first team knocks the ball with his fist into the field. If 
the ball is caught by one of his opponents the runner is out, otherwise 
he runs to touch a given point at the farther end of the field and returns 
home without being hit by the ball thrown by one of the opponents. The 
ball must be picked from the ground and touched by three boys before 
a runner is out. The opponent must stand in the place where he gets the 
ball before he throws. A runner can dodge the ball in any manner. 
After three outs the sides change positions. A runner who has succeeded 
in running to the given point and back without being hit by the ball 
scores one point. Twenty points is the limit of the score. 

RUNNING GAMES 
(Boys and Girls — Grammar) 

Fox and Geese 
(Bancroft) 

One player is chosen to be fox and another to be gander. The 
remaining players stand in single file behind the gander, each with his 
hands on the shoulders of the one next in front. The gander tries to 
protect his flock of geese from being caught by the fox, and to do this 
spreads out his arms and dodges around in any way he sees fit to 
circumvent the efforts of the fox. Only the last goose in the line may 
be tagged by the fox, or should the line be very long, the last five or ten 
players may be tagged as decided beforehand. It will be seen that the 
geese may all cooperate with the gander in doubling and redoubling their 




3 
pq 






RECREATION MANUAL FOR SCHOOLS 67 



line to prevent the fox from tagging the last goose. Should the fox tag 
the last goose (or one of the last five or ten, if that be permissible) , that 
goose becomes fox and the fox becomes gander. 

A good deal of spirit may be added to the game by the following- 
dialogue, which is sometimes used to open it: 

The fox shouts, tantalizingly : "Geese, geese, gannio!" 

The geese reply, scornfully, "Fox, fox, fannio!" 

Fox: "How many geese have you today?" 

Gander: "More than you can catch and carry away." 

Whereupon the chase begins. 

Bound Hands 

Bases as in Blackman. "It" stands in field between bases and tries to 
catch players as they run to opposite goal. Those caught join hands 
with "It," and so on, until all are caught. 

As catchers join hands, only those on each end can catch, while 
others retard passage of uncaught players by preventing them from 
breaking through or passing under their arms. When one is caught 
he takes place at end of line which caught him, the previous catchers 
continually moving inward. Runners are not caught unless touched by 
end players; they may go around either end of line of catchers, break 
through them or go under arms. Last runner caught becomes next "It." 

Cities 

Players in two equal groups. Groups approach alternately each other's 
line. Players not approaching say, "Hello, where're you from?" (Answer 
name of some city previously decided upon.) "What are your initials?" 
(Answer the intials of some particular characteristic of that city.) When 
meaning of initials is guessed, approaching group runs for its base, 
chased by other group. Those caught by either group remain with their 
own group. 

Note. — May be played indoors with running omitted. In lieu of 
catching, each side may be given a certain number of points for each 
correct guess. Teacher should keep score. 

Every Man in His Own Den 

Each player selects for himself a den; a post, tree, or other objective 
point may serve for this, or the corner of a building, or if in a gymnasium, 
a piece of apparatus. 

One player opens the game by running out from his den. The second 
player tries to catch (tag) him. The third player may try to catch 
either of these two, and so on. The object of the different players is to 
make captives of the others, as any player caught must thereafter join 
his captor in trying to catch others, thus eventually aggregating the 
different players into parties, although each starts separately, and any 
one may be the nucleus of a group should he be successful in catching 
another player. The players may only be caught by those who issue 
from a den after they themselves have ventured forth. For instance, 
number two goes out to catch number one. Number three may catch 
either two or one, but neither of them may catch him. The last player 
out may catch any of the other players. At any time a player may run 
back to his den, after which his again issuing forth gives him the advan- 
tage over all others who may then be out, as he may catch them. As the 
players are gradually gathered into different parties, the game becomes 
more concentrated, and the side wins that captures all of the players. 
One player may catch only one opponent at a time. 



68 RECREATION MANUAL FOR SCHOOLS 

Last Couple Out 
(Described in group of games given for the intermediate division.) 

Steal Sticks 

No. 2 — Ground is divided into two equal parts, with a small goal 
marked off at rear of each, in which six or more sticks are placed. Object 
is to capture each other's sticks, but each player may take but one each 
time he approaches enemy's goal. If caught while on enemy's territory, 
he becomes a prisoner in the goal, where he remains until touched by 
one of his comrades; neither may be caught while returning. While 
prisoners are in either goal, no sticks can be taken. Game is won by 
the side gaining all of the sticks. 

Prisoners' Base 

The ground is divided into two equal parts, with a small base or prison 
marked off at the farther end of each division. From five to fifteen 
players guard each prison. They venture into the enemy's ground, and, 
if caught, are put into prison, where they must remain until tagged by 
one of their own side who is free. Both prisoner and rescuer may be 
tagged and brought back to prison before reaching their own ground. 
The game is won when one side makes prisoners of all of its opponents, 
or when a free man enters the opponent's prison, but this last may be 
done only when there are no prisoners there. 



TAG GAMES 
(See directions under Group of Games for Intermediate Grades.) 

RELAY RACES 
SINGLE RELAYS (Without Apparatus) 

Running Around a Goal 

Players in two or more competing files. Leaders stand on a common 
base line. Directly in front of each file, at some distance, possibly 
forty feet, is placed a chair or other object, around which the players run. 

At a signal, the leaders start, run around their respective goal, then 
back to the base line to which the second in the files have advanced. 
No. 1 touches the right hand extended by No. 2, which is the signal for 
No. 2's to run, No. l's meanwhile taking their places at ends of the files. 

When each player has run and all are again in their original places, 
the game is ended. The file finishing first wins. No one after No. 1 
shall step over the base line until his hand is touched. 

Running to Touch a Goal 

A wall may be used as a goal, or the goal may be the referee, who 
stands with outstretched arms a certain distance in front of middle of 
two lines. On signal, first player in one line runs and touches right hand, 
and first in other line touches left. They run back and touch off second 
players. Line wins which first regains former position. 



RECREATION MANUAL FOR SCHOOLS 69 

Hopping Relay 

Players in two or more evenly divided lines, facing a goal some 
fifteen feet away. On signal, first players hop to and touch goal, hop 
back again and touch off second, etc., until one line has regained former 
position, when game is won. If repeated, hop on opposite foot. 

Double Relay or Shuttle 

The competing files are divided into two divisions; one-half of each 
file stands facing the other half at some distance, with leaders of each 
division toeing a starting line. 

At a signal, the leaders of the competing files at one side run forward 
and "touch off" (touch the outstretched right hand of) the leaders of the 
opposite division and pass to the end of the file. The players thus 
touched dash forward in turn, touch off the first players in the files 
facing them, from which No. l's came. Each runner takes his place at 
the end of the opposite division. When all have run back again and 
are in their original places, the game is ended. Team finishing first 
wins. 



RUNNING RELAYS (With Apparatus) 
Shuttle Relay With Object 

Each starter holds an object in the hand, and instead of touching the 
hand of the next runner, he hands over the object. The object may be 
a dumbbell, flag, eraser, or folded newspaper. 

All Up Relay (Indian Clubs in Circle) 

Two or more lines of equal numbers, which compete with each other. 
In front of each line (about forty feet) are two tangent circles about 
one and one-half feet in diameter, in one of which are placed three 
Indian clubs. 

On signal, No. 1 of each line runs to circles, and with one hand 
changes clubs from one circle to other. If a club falls, it must be picked 
up. When clubs are changed, player runs back and touches off next, etc. 
The rank whose last player first dashes over starting line on his return, 
wins; or players may fall in and be in original formation at close. 

Indian Club Race 

Players in lines with first players, standing with toes on a starting 
line. To right of first player in each file, and just within starting line, 
is a small circle. Beginning about fifteen feet in front of each line are 
placed six clubs, about six feet apart. On signal, first players rush 
forward, bring clubs one at a time and stand them in circle, then touch 
off second players who return them one at a time. File wins whose last 
player first gets back to starting line after placing the last club. In the 
rows, the clubs must be on crosses or within small circles. Teacher should 
carefully supervise the game. 

Miss Stewart's Relay (Variation of Teacher and Class) 

Two lines, two teachers. Teachers simultaneously toss ball or bean-bag 
to each pupil. When ones at end of lines catch balls, they run around 



70 RECREATION MANUAL FOR SCHOOLS 

opponents (teachers may be goals) , return, and from designated place 
toss ball to second players, etc. Line wins whose last player first crosses 
starting line on his return. 

Potato Race (Team Competition) 

Players arranged in line back of starting line. Six or eight potatoes 
(stones, blocks), arranged in rows, about six feet apart, the first one 
at least eight feet from starting line. A receptacle is placed (one 
receptacle for each line) beyond or at one side of row. Small circles are 
drawn, in which potatoes are placed. On signal, first player runs and 
takes potatoes, one at a time, and deposits them in his row's receptacle; 
runs back, touches off second player, and withdraws from playing space. 
The second players put the potatoes back in circles, one at a time, the 
third players return them, one at a time, to the receptacles, etc. Team 
whose last player first dashes back over starting line wins. Score is kept 
thus : Suppose four teams are competing. Team whose first player 
succeeds in first depositing potatoes and returning to starting line scores 
three points; the second, two; the third, one; and the fourth, naught. 
Succeeding players score in same way. Each team scores as many times 
as it has members. Team scoring highest number of points wins, unless 
scoring is disregarded, when team whose last player first dashes over 
starting line wins. 

Move Up Relay With Basketball 

Arrange players of each team in a long line; distance between players 
of six or more feet, and number one, two, three, etc. 

No. l's starting line toss ball to No. 2's, who toss to No. 3's, and on 
to end of line, when last player must touch the wall or goal, carry ball 
to No. l's place and toss ball to No. 1, who has "moved up" to No. 2's 
place. When No. l's carry ball back to places, the game is ended. 

Criss-Cross Relay 
(Similar to "Move Up," but with more players.) 

Apparatue: Basket ball or volley ball. Arrange players of each 
team in two lines facing each other. Nos. 1, 3, 5,7, etc., in one line, and 
Nos. 2, 4, 6, 8, etc., in the other, opposite the center of the spaces, 
between players. No. l's, at starting line, toss the ball to No. 2's, 
obliquely opposite; No. 2's to No. 3's, and likewise the other, until the 
last player receives the ball carried to the starting line, but the wall or 
goal must be touched first. Every player moves up by crossing over to 
the place of the one next higher. When No. l's are again in place, the 
game is ended. 

Obstacle Relay 

Arrange a series of objects similarly for each team, viz: 

(a) Caps on the ground, over which each player in turn must jump. 
Dumbbells, Indian clubs, boxes, or chairs. 

(b) To pick up objects and carry them somewhere; sit on chairs and 
count ten; untie knots in ropes. 

(c) Suitcases, in each of which are an apron, sunbonnet, and possibly 
a pair of gloves. At signal, open suitcases, take out clothing, put it on 
and button or tie. Close suitcase, run to other side of playing space, take 
off clothing, replace in suitcase, run back to starting place with suitcase. 
Use as many -suitcases as there are contestants. 



RECREATION MANUAL FOR SCHOOLS 71 

PASSING RELAYS 

Passing Objects 

Players in evenly divided ranks. Each rank has about ten bags or 
objects, to pass to end of line. Line first thus passing the bags wins. 
Game may be varied by having them pass objects back; from right hand 
to left (left to right) before passing to neighbor; having them pass 
objects overhead, between their feet, etc. 

Teacher and Class 

Apparatus: Bean bags or balls. One player is chosen as "teacher." 
Others stand facing her, about fifteen feet distant. Several teachers 
for large numbers. About ten players for each "teacher." Teacher 
tosses ball to each pupil in turn, who tosses it back to her, except last 
one, who takes center place and becomes "teacher." Former teacher 
steps to head of line. Line which gets its first "teacher" in center place 
first, wins the race. 

Over and Under Relay 

Two or more files of equal numbers. The No. l's each have two balls 
or bags. At signal, one ball is passed back over heads of players to 
rear player, who keeps it. No. l's count ten when they pass the second 
ball back under between their feet, players bending forward to pass it 
along. When second ball reaches last player, he runs forward with ball 
in each hand and passes one over, counts ten, and passes the other under. 
Line wins whose leader first returns carrying both balls. 

Ball Throw Relay 

Players in line equally divided. Head players pass a basket ball 
backward overhead to last players, who run and throw ball through basket 
or toss it to someone acting as a goal, return, take position at head of line 
(players moving backward) , and pass ball backward as did the first 
players. Line wins whose leader is first back in original position; or 
better, whose last player first crosses the starting line on his return. 

Double Circle or Pass Ball Relay 

Apparatus: Two basket balls. Arrange players in two circles, one 
facing in, the other out. Each circle numbers by twos. All No. l's 
belong to one team, No. 2's to the other. Leaders of each team start the 
ball going by tossing it across to the same number in the opposite circle. 
The aim is to see which ball can overtake and pass the other player. 

Zig Zag Relay 

Apparatus: Balls or bean bags. Arrange players in two lines of 
equal length. Each line numbers by twos, beginning at opposite ends. 
All No. l's belong to same team; No. 2's to the other. Leaders of each 
team, standing opposite each other, start balls going by tossing obliquely 
across to the same number in opposite line, and so zig-zagging down the 
lines and back. 



RECREATION MANUAL FOR SCHOOLS 73 

ROOM GAMES 

The first six room games given in this chapter were originated by 
Robert Krohn, Supervisor of Physical Training in the schools of Portland, 
and are used in the primary grades throughout the city. In addition to 
their value as exercise, these games possess the charm of an appeal to 
childish imagination, always an important factor in play for little 
children. 

Butterflies 

One child is chosen to be "It." He rises from his seat and runs around 
the room, waving his arms slowly up and down in butterfly fashion. 
During his run he taps others on the head, and they immediately rise and 
fly around the room in a line behind "It," going wherever he goes. After 
seven or eight have been chosen in line, the teacher taps her desk with 
a light stick and chases the butterflies "home" to their seats. If she 
succeeds in touching any butterfly on his head, he must stand in a corner 
of the room until the game is ended. A new "It" is chosen and t*he game 
continues with the choosing of new butterflies. 

Little Johnny Stoop 

The children march around the room, while the teacher keeps time 
by tapping lightly on the desk with a stick. When she taps loudly once 
with the stick, the boys stoop, then stand, and the march continues. When 
the teacher taps twice loudly, the girls stoop, and at three taps all stoop. 
If any boy stoops at the wrong signal, he makes a score for the girls. 
If a girl stoops at the wrong signal, she makes a score for the boys. 

Last One Up 

This game is played like Little Johnny Stoop, except that pupils take 
a sitting position on top of their desks at the signal from the teacher. 
In this game, however, only one signal is given, as all pupils are required 
to find a seat on top of a desk. The "last one up" is found and his 
failure scores for the girls, or for another division, if there are two in 
the room. 

Johnny Jump Up 

The children are seated, clapping hands softly — "clap, clap — clap, clap, 
clap!" The order is then changed to "rap, rap — rap, rap, rap." This is 
done by rapping on the tops of the desks with the knuckles, and is a 
signal to the teacher that the "Johnny-jump-ups" are ready to stick their 
heads up through the ground. They continue rapping until the teacher 
raps once loudly on her desk, which is the signal for the boys to jump up 
into the aisle; two raps is a signal for the girls, and three raps for all. 
If anyone jumps up at the wrong time, he must go to the corner. The 
idea of this game is to convey to the children that they are little flowers 
and ready to burst up through the ground in full bloom. Anyone failing 
to rise at the proper signal must go to join the "bouquet" of "Johnny- 
jump-ups" in the corner. The game continues until all are sent to the 
corner. 



Note. — In these last three games, those who need training get the 
least. If the teacher emphasizes the successful boys and girls and scores, 
the successful ones making a contest between boys and girls, every child 
may try every time. 



74 RECREATION MANUAL FOR SCHOOLS 

Spider Web Race 

Before the game begins, the front of the room is cleared in order that 
the children may have free access to the blackboard. The children in 
the front seats pass to the rear of the room and stand in their respective 
aisles. At a given signal, these children run down the aisles with chalk 
in their hands and place a ring on the board, then return to the rear of 
the room, the one winning who returns first. The children in the seats 
all move forward one seat, and those who have run sit in the end seats. 
The play continues as at the beginning, the next runner drawing a hori- 
zontal line, the two following diagonal lines and the next perpendicular 
lines on the board. After the lines are drawn, the players place concentric 
circles on the lines, thereby drawing a "spiderweb" on the blackboard. 
The row of children finishing their web first wins the race. 

Variations : 

1. Write words of three letters, no word to be duplicated by players 
of same team. 

2. Build up two place addition problems, last runners to put down 
the totals. 

3. Locate given lists of cities, by chalk marks, on outline maps 
previously drawn on the blackboard. 

Grapevine Race 

The pupils stand in a circle around the room, holding hands high to 
form arches or "windows." The girls stand together in one-half the 
circle, the boys in the other half. At the command "Ready," the girls 
and boys at the ends of the lines drop hands, forming two semicircles. 
At a signal, two players, the boy and girl at the head of each semicircle, 
start the race and run in and out of each window on their respective 
sides. The object of the race is to reach the goal at the end of their 
lines. The player reaching the goal first wins one point for his side. 
The signal is repeated each time for the two players at the heads of the 
semicircles. The game is continued until all have run, the side winning 
which has the highest score at the close of the game. 

Squirrel a,nd Nut 
(Bancroft) 

All of the pupils but one sit at their desks with heads bowed on the 
arms as though sleeping, but each with a hand outstretched. The odd 
player, who is the squirrel and carries a nut, runs on tiptoe up and 
down through the aisles, and at his or her discretion, drops the nut into 
one of the waiting hands. The player who gets the nut at once jumps 
up from his seat and chases the squirrel, who is safe only when he 
reaches his nest (seat). Should the squirrel reach his nest without 
being caught, he may be squirrel the second time. Otherwise the player 
who received the nut becomes the next squirrel. 

Black and White 
(Bancroft) 

One player is chosen as leader, the rest being divided into two equal 
parties. Each player in one party should tie a handkerchief on the left 
arm to indicate that he belongs to the Whites; those in the other division 
are called the Blacks. The players stand around on the floor promiscu- 
ously, the Whites and Blacks being mingled indiscriminately. The leader 
is provided with a flat disc, which is white on one side and black on the 



RECREATION MANUAL FOR SCHOOLS 75 

other, and preferably hung on a short string to facilitate twirling it. 
He stands on a stool at one side or end and twirls this disc, stopping it 
with one side only visible to the players. If the white side should be 
visible, the party known as the Whites may tag any of their opponents 
who are standing upright. The Blacks should therefore drop instantly 
to the floor, as in Stoop Tag. Should the black side of the disc be shown, 
the Blacks may tag the Whites. Any player tagged scores one point 
for the other side. 

Have You Seen My Sheep? 

Players stand in a circle. One walks around on the outside, and, 
touching one of the circle players, asks: "Have you seen my sheep?" 
The one questioned answers, "How was he dressed?" The outside player 
then describes the dress of someone in the circle, and the one questioned 
guesses the person being described. When he has guessed right, he 
chases the one whose dress was described around the circle, who tries to 
reach his own place before being tagged. In case he is tagged, he must 
be "It." The one who first asked the question takes no part in the chase. 

To be played in the schoolroom, note that child to be chased must try 
to secure the seat of the chaser before being caught. If the chaser is 
successful, he becomes the shepherd. Neither boys nor girls have an 
opportunity to play the game exclusively, if the shepherd, when a boy, 
must address a girl but describe a boy, and if the girls follow the same 
ruling, addressing a boy and describing a girl. 

Bird Catcher 
(Bancroft) 

Two opposite corners are marked off at one end of the ground or 
room, the one to serve as a nest for the birds and the other as a cage. A 
mother bird is chosen, who takes her place in the nest. Two other players 
take the part of the bird catchers and stand midway between nest and 
cage. The remaining players sit in their seats. All of the players should 
be named for birds, several players taking the name of each bird. Each 
row of seats may choose its name, after which the players should all 
change places so that all of the robins or orioles will not fly from the 
same locality. The teacher calls for the name of a bird, whereupon all 
of the players who bear that name run from the forest to the nest, but 
the bird catchers try to intercept them. Should a bird be caught by the 
bird catcher, it is put into the cage, but a bird is safe from the bird 
catchers if it once reaches the nest and the mother bird. 

The distance of the bird catchers from the nest may be determined 
with a little experience, it being necessary to place a handicap upon them 
to avoid the too easy capture of the birds. 

Dumb-bell Tag 
(Bancroft) 

The players stand, scattered promiscuously, one of their number who 
is "It" being placed in the center at the opening of the game. A dumb- 
bell is passed from one player to another, the one who is "It" trying to 
tag the person who has the dumb-bell. If he succeeds, the one tagged 
becomes "It." A great deal of finesse may be used in this game; in 
appearing to hand the dumb-bell in one direction, turning suddenly and 
handing it in another, etc. 



RECREATION MANUAL FOR SCHOOLS 77 

Hand Over Head Bean Bag 
(Bancroft) 

This is a relay passing race, the different rows of pupils competing 
with each other in passing bean bags backward over the head. The 
players should all be seated, there being the same number in eaeh row 
of seats. On each front desk a bean bag should be laid. At a signal, 
the first player in each row lifts the bean bag over his head and drops 
it (it should not be thrown) toward the desk behind him, immediately 
clasping his hands on his own desk. The next player catches or picks up 
the bean bag from his desk and passes it backward in the same manner. 
It is thus passed quickly to the rear of the line. When the last pupil 
receives it, he runs forward at once to the front of the line. As soon as 
he reaches the front desk, the entire row of players move backward one 
seat, and the player who ran forward takes the front seat, immediately 
passing the bag backward to the player next behind him. The play 
continues until the original occupant of the front seat has returned to it. 
As soon as he is seated he should hold the bean bag up with outstretched 
arm, as a signal that his row has finished. The row wins whose leader 
first does this. 



CLASSROOM GAMES 

Eraser Relay 

Place as many erasers on the floor back of each row as there are 
children in each row. At signal, the children in the front seats rise from 
left side, run back, pick up an eraser each, run forward up right aisle 
to front of room, leave eraser on chairs or receptacles (placed against 
wall in front of each row), run back and "touch off" children in second 
seats. When every eraser has been transferred, and every child is in 
position in his seat, the game is ended. The row finishing first wins 
the game. If every other row is used instead of all the rows, there is 
not so much danger of collisions, and the players have spectators. 

Around the Room Relay 

Select two teams of five or more runners. Place one team in one 
corner of the room, the other in the opposite corner, runners one behind 
the other, facing in direction of running. Upon signal, No. l's are off, 
around the room and back, when they touch the outstretched hands of 
No. 2's, and then take the place at the end of the line. When all are 
in their original places, the game is ended. The team finishing first 
wins the race. In a large room, four teams may compete. 

Schoolroom Captain Ball 
(Bancroft) 

(Adaptation made by Miss Mabel L. Pray of Toledo, Ohio.) 
Basket Ball — The class is divided into two teams, with a center captain 
and five bases on each side. The remaining players of each company 
serve as guards, and are placed on the opposite side from their captains 
and bases to prevent opponents from catching the ball. The teacher or 
umpire tosses the ball alternately to the guards, the first time to team 
one, the second time to team two. The guards, in turn, toss it to their 
bases, who try to get it to their captains, the opposite guards opposing by 
guarding with the arms and jumping to catch the ball. The game con- 



78 RECREATION MANUAL FOR SCHOOLS 

tinues until one captain catches the ball from a straight throw (not a 
bound) from a base (not a guard). The side catching the ball scores a 
point, and the umpire then tosses the ball to the guards of the opposite 
team, etc. The game is played in time limits, the side having the highest 
score at the end of ten or fifteen minutes winning the game. Fouls are: 
Holding the ball longer than five seconds; snatching the ball; knocking 
the ball out of an opponent's hand. In case of a foul the ball is given 
to the opposite team. Any number may play the game, provided the 
sides are even. 

Schoolroom Volley Ball 

(Bancroft) 

(Adaptation made by Miss Mabel L. Pray of Toledo, Ohio.) 

Volley Ball — -The players are divided into two teams, and the players 
in each team number consecutively. A net or string is placed across the 
schoolroom, dividing it into two equal parts. The top should be six feet 
from the floor. The game consists in batting the ball with the hand back 
and forth over the string, a point being scored by either team whenever 
its opponents allow the ball to touch the floor. The ball may be batted 
(not thrown) in any way, but only by one hand at a time. The players 
stand in the aisles, each having a required place in which to stand. The 
game starts by No. 1 on either side serving the ball; that is, tossing it up 
with the left hand and batting it with the right, trying to get the ball 
over the net or string to the opposing sides. 

Two fouls in succession (failing to bat the ball over the net) changes 
the serve to the other side; otherwise, the server continues until the ball 
is returned by the opposite side and not returned by the server's side. 
When this happens, the server changes to No. 1 of team two, then to 
No. 2 of team one, then to No. 2 of team two, etc. The game continues 
until all players have served, or the game may be played with time 
limits; that is, the team wins which has the highest score at the end of a 
ten- or fifteen-minute period. Every time the ball touches the floor (not 
a desk) it scores against that side on which it falls, counting one point 
for the opposing team, irrespective of which team served the ball. 



PLAY SHED, OR PLAY ROOM GAMES 

On account of the limited space and the disorganization of the children 
occasioned by the free play period, games which of themselves limit the 
runners are most desirable, viz: 

Most Circle Games. 

Passing Relay Games. 

Last Couple Out, No. II. 

Rabbit's Nest (Hound and Rabbit). 

Tommy Tiddler's Ground. 
In addition to the above noted games, which are described elsewhere, 
the following may be a source of games found useable: 

Maze Tag 

All but two players stand in parallel lines, one behind the other, with 
ample space between each two players and each two ranks; all players 
in each Tank clasp hands in a long line. This will leave aisles between 
the ranks, and through these aisles a runner and a chaser make their 
way. Checkerboard arrangement when hands are dropped. 



RECREATION MANUAL FOR SCHOOLS 79 

Teacher stands aside and gives such commands as "right face," "left 
face," etc., at discretion, when players quickly drop hands, obey command, 
and clasp hands with their neighbors on right and left. This confuses the 
two who are running. Continue until chaser catches his victim or the 
time limit expires. In either case, two new players are chosen from the 
ranks. No tagging across lines or breaking through ranks is permitted. 

House Hiring 

Players form a checkerboard with a distance of about three feet 
apart. Teacher gives each a number. "It" stands off a few feet in front 
of main body of players and calls out distinctly any two numbers. Num- 
bers so called change places. "It" must get the place of one of the two 
who attempt to change places. A player thus deprived of a place 
becomes "It." 

Nuts in May (Tune, "Mulberry Bush") 

Here we come gathering nuts in May, nuts in May, nuts in May, 
Here we come gathering nuts in May, on a cold and frosty morning. 
Whom will you have for your nuts in May, nuts in May, nuts in May? 
Whom will you have for your nuts in May, on a cold and frosty morning? 
We'll have (Mary) for nuts in May, nuts in May, nuts in May, 
We'll have (Mary) for nuts in May, on a cold and frosty morning. 
Whom will you send to fetch her away, to fetch her away, to fetch her 

away? 
Whom will you send to fetch her away, to fetch her away, on a cold and 

frosty morning? 
We'll send (Alice) to fetch her away, to fetch her away, to fetch her 

away, 
We'll send (Alice) to fetch her away, on a cold and frosty morning. 

Players stand in two lines facing each other and holding hands with 
wide space between, which will admit of advancing toward each other 
and retreating. The first line sings the first verse, advancing toward 
its opponents and retreating. The second line then advances and retreats 
and sings the second verse. The first line again advances and retreats 
singing the third verse, naming some player who stands in the opposite 
line. The second line, unwilling to yield a player so easily, then advances 
and retires, singing the fourth verse, in which it suggests that someone 
be sent to take the one who has been selected for "nuts," and the first 
line then advances and retires, singing the last verse, in which it names 
some player from its own ranks whom it considers a good match for the 
player whom it has called from the opposing side. The lines then stand 
still while those two players advance to the center, draw a mark on the 
ground, or throw a handkerchief down to serve the purpose, take hold 
of right hands across the line, and have a tug of war. The player who 
is pulled across the line becomes the captured "nut" and joins the side 
of her captors. The game is then repeated with the change that the 
lines of players sing the verses that were sung by their opponents the 
previous time, the second line of players starting with the first verse. 
This should be continued until all players have taken part in the tug of 
war. The side wins which gets the most "nuts." 

Omit singing for older children and simply ask the questions and 
select the "nuts." ("Nuts" is a corruption of "knots.") 

Catch and Pull Tug of War 

A line is drawn down middle of ground. Players equally divided on 
each side of line. Game begins on signal and consists in catching hold 



80 RECREATION MANUAL FOR SCHOOLS 

of an opponent by his hand, arm, or foot, reaching over the line and so 
pulling him across the boundary. Any number of players try to secure 
hold of an opponent, and any number come to his rescue. A player 
does not belong to the enemy until his entire body is pulled across. 
When pulled across, he joins captors and assists in pulling players across 
the line. Side having largest number of players at end of time limit wins. 
This is a boys' game. Modified form suitable for girls: reach across 
line and simply tag. 

Bodyguard 

A small space is marked off at one end of the ground as a "home" 
or goal. One player is chosen to be the Panjandrum, an important 
personage requiring a bodyguard. Two other players are chosen to be 
the guard. The game starts with these three players in the home ground 
and the balance of the players at large. The three issue forth, with 
the two players who act as bodyguard clasping each other by the hand 
and preceding the Panjandrum as a shield. The object of the game 
is for the players at large to touch or tantalize the Panjandrum without 
being tagged by his guard. The guards will shift around their charge 
to avoid these attacks, and the Panjandrum himself may evade them 
by moving around his guard. Whenever a guard succeeds in tagging 
a player, the Panjandrum and his guards return at once to the home; 
whereupon the player tagged changes places with the Panjandrum, and 
the game goes on as before. 

Still, Water, Still 

Five or more players. One player is blindfolded and led to the center 
of the ground, while others are scattered promiscuously about. The 
blindfolded player is asked, "How many horses has your father in his 
stable?" Answer, "Three." "What color are they?" Answer, "Black, 
white and gray. Turn around three times and catch whom you may." 

The blindfolded player is then spun around three times so as to 
confuse his sense of direction, when he says, "Still, water, still; no more 
moving," when others stand still, being allowed but three steps there- 
after. When caught, players must be identified by "It," who touches the 
hair, dress, etc. If "It" guesses correctly, the player caught exchanges 
places with him. If incorrectly, he continues his search. Players may 
stop, or take not more than three steps in order to escape the groping 
hands of the blindman. 

Ante Over 

Divide the players into two groups, with a curtain six feet high 
between. A ball is thrown from one side to the other over the curtain. 
The ball must be caught before it touches the ground, and returned at 
once. If it does touch the ground, the receiving side loses one point; 
if it is caught, five points are gained. Fifty points constitute a game. 

Duck on the Rock 

Each player is provided with a stone, called a "duck," about the size 
of a baseball. A large rock or post is chosen as the duck rock, and 
twenty-five feet from it a throwing line is drawn. On this duck rock, 
one player places his duck, and stands by it as guard. This guard is 
selected at the outset by all of the players throwing their ducks at the 
duck rock from the throwing line. The one whose duck falls nearest to 
the rock becomes the first guard. The other players stand behind the 
throwing line and take turns in throwing at the guard's duck on the 



RECREATION MANUAL FOR SCHOOLS 81 

rock with their stones, trying to knock it from the rock. After each 
throw, a player must recover his own duck and run back home beyond 
the throwing line. Should he be tagged by the guard while trying to 
do this, he must change places with the guard. The guard may tag him at 
any time when he is within the throwing line, unless he stands with his 
foot on his duck where it first fell. He may stand in this way as long 
as necessary, awaiting an opportunity to run home; but the moment he 
lifts his duck from the ground, or takes his foot from it, he may be 
tagged by the guard. Having once lifted his duck to run home with it, 
a player may not again place it on the ground. 

The guard may not tag any player unless his own duck be on the 
rock. Before he may chase the thrower, he must, therefore, pick up his 
duck and replace it should it have been knocked off. This replacing gives 
the thrower an opportunity to recover his own duck and run home ; but 
should the duck not have been displaced from the duck rock, the thrower 
may have to wait either at a safe distance or with his foot on his own 
duck, if he can get to it, until some player has displaced the duck on the 
rock and so engaged the time and attention of the guard. Several players 
may thus be waiting at once to recover their ducks, some of them near 
the duck rock with a foot on their ducks, others at a distance. Any 
player tagged by the guard must change places with him, placing his 
own duck on the rock. The guard must quickly recover his duck and 
run for the throwing line, after tagging a player, as he in turn may be 
tagged as soon as the new guard has placed his duck on the rock. 

A stone that falls very near the duck rock without displacing the duck 
may also prove disastrous to the thrower. Should a stone fall within a 
hand span (stretching from finger tip to thumb) of the duck rock with- 
out knocking off the duck, the guard challenges the thrower by shouting 
"Span!" whereupon he proceeds to measure with his hand the distance 
between the duck rock and the stone. Should the distance be as he 
surmises, the thrower of the stone has to change places with him, put his 
own duck on the rock, and become the guard. This rule cultivates 
expert throwers. 

When used indoors this game may best be played with bean bags, 
in which case one bag may be balanced on top of an Indian club for the 
duck on the rock. 



SUGGESTIONS TO RURAL SCHOOLS HAVING 
FEW PUPILS 

In the lists of games will be found certain ones which are 
starred (*). These games may be played successfully if the 
following suggestions are tried : 

1. For some circle games, draw a circle of suitable size upon the 
ground; mark places for players, use chairs, boxes or blocks of wood 
to mark places where more players might be. 

2. For some circle games, arrange children in two lines facing each 
other, instead of in a circle, and the game will be just as successful, 
with fewer children. 

3. Rabbit's Nest may be played by using small circles drawn upon 
the ground for the nests, thus allowing all the children to be rabbits 
or hound. 



RECREATION MANUAL FOR SCHOOLS 83 

PLAYSHEDS 

To the normal child, vigorous, healthful play is a daily 
necessity. In order to encourage outdoor plays and games, 
and at the same time to protect the health of the pupils, play- 
sheds have been built in all of the counties of Western Oregon, 
and in many of the eastern counties of the state. In some parts 
of Oregon the long, rainy winter season makes it impossible, 
for weeks at a time, for children to play outside of the school- 
room with safety and comfort, unless they have some means 
of protection. This protection is supplied by the playsheds 
which the schools are building. 

When these buildings are properly equipped with play 
apparatus, they provide much enjoyment for the children and 
greatly stimulate their school work. Another matter of great 
importance is the fact that under these conditions, the plays 
and games can be closely supervised by the teachers, which 
is in itself a matter of no small importance. 

In general, the playsheds are of two types, those which 
are wholly or partly enclosed at the sides, and those which are 
open, having a roof only. Many of the enclosed playsheds are 
built in such a manner that they can be heated in cold weather. 
Some are also provided with an elevated stage, and when 
equipped with movable seats, they furnish an ideal place for 
all kinds of neighborhood entertainments and community 
meetings. 

We trust that the day will soon come in Oregon when every 
school will have its playshed for games and recreation, as 
well as its classrooms for work. 




Q 



K 



CX 



FESTIVALS AND SPECIAL DAYS 

CHAPTER IV 

Observance of the holidays of the year should play an 
important part in the recreational life of a school or a com- 
munity. After all, it is not the arithmetic lesson that he toiled 
hardest over that a man remembers when he is forty, but the 
"stunts" he did or the pranks he played on a certain holiday. 
A woman will remember, and sing to her own children, songs 
she learned in childhood for special occasions of festivity 
at school. 

If the observance of the holidays is to have a constructive 
value for the school or the community, instead of a disorganiz- 
ing effect on the regular work, the kind of festival to be given 
must be very carefully thought out. The celebration of a 
national holiday may be made the means of inspiring patriotism 
or reverence, or of instilling a sense of comradeship that can 
scarcely be attained in any other way. The festival should 
have at all times a distinct educational value. 

The major holidays can well be made a time for bringing 
together parents and children and neighbors. The minor 
holidays can be made occasions of never-to-be-forgotten 
exercises for the whole school or for each room. 

In planning for a special day celebration, or any other kind 
of play festival, those who plan the event should bear in mind 
that it is the spirit of the festival — the holiday feeling that shall 
set that day apart from all others — that they are striving for. 
At Christmas time it is the spirit of reverent joy: "Behold I 
bring you good tidings of great joy which shall be to all 
people." Lincoln's or Washington's birthday or Independence 
Day should, of course, have patriotism for the keynote. If the 
exercises for these holidays do not make the participants, at 
least, if not also the spectators, feel a quickened interest in 
their community life and in their individual part as citizens in 
that life, then the exercises have quite missed their point and 
might, perhaps, just as well not have been given. 

The revival of pageantry has opened up great possibilities 
for historic interest, beauty and romance in the community 
celebration. A pageant may be made to include as few or as 



86 RECREATION MANUAL FOR SCHOOLS 

many persons as circumstances chance to permit. The tech- 
nique of the pageant is comparatively simple and so many 
excellent books have been written on the subject during the 
past few years that it is possible, with this aid, to work out a 
pageant for the commemoration of some local bit of history or 
tradition without technical knowledge. 

In general, it is better in preparing for any kind of enter- 
tainment or festival at which the spectators are to be others 
than the immediate class, to plan for group activities rather 
than to have exhibitions of individual skill or talent. Pagean- 
try, folk-dancing in large groups, and choruses or plays are 
to be preferred in every instance to programs made up of 
recitations, solos or other feats in which the individual child is 
given an opportunity to shine. The important reason for this 
preference is that each child taking part in a group perform- 
ance can have real enjoyment in the act itself — the dance or 
song or play — without embarrassment or self-consciousness. 
Group activities tend also to lessen the diffidence of the timid 
child, as well as to restrain the forward one. They likewise 
have a tendency to prevent jealousy, and tend to develop an 
esprit de corps that means much to the discipline of the school 
or the neighborliness of the community. 

Improper amusements should be strictly prohibited. 

COLUMBUS DAY 

Columbus Day, October 12, is the first of the special days 
to be observed after the opening of school in the fall. The 
exercises for the day can be made doubly interesting by includ- 
ing in them something commemorative of other early explorers, 
as well as Columbus. No tale of adventure written to appeal to 
boys can possibly outdo, in thrilling interest, the adventures of 
Columbus, Ponce de Leon, Father Marquette, Coronado, Balboa 
and a score of others. Scenes in the lives of these early 
explorers are picturesque in the extreme, and are therefore 
good for tableaux. 

Joaquin Miller's poem, "Columbus," written by the western 
poet for the opening of the World's Fair at Chicago, should be 
known to all Oregon children. 



RECREATION MANUAL FOR SCHOOLS 87 

A little volume called "Historical Plays for Children," by- 
Grace E. Bird, contains a playlet, "Christopher Columbus." 

Suggested tableaux: Columbus at the Court of Isabella; 
The Landing of Columbus. 

ARBOR DAY 

The observance of Arbor Day is now quite general in 
schools throughout the country. In Wisconsin, a day in May 
is set aside by proclamation of the governor as Arbor and 
Bird and Fire Prevention Day. This is a happy combination, 
as reforestation and preservation of birds and fire prevention 
are three important phases of conservation. Talks by the 
teacher on conservation and essays by the children on several 
phases of the subject may well form a part of the exercises for 
Arbor Day, but the actual planting of trees, and the building 
and erecting of bird houses, will better teach the lesson that 
the day was designed for. 

An added interest may be given to the planting of trees by 
naming each tree for the class or individual child planting it, 
afterwards keeping a record of its growth. 

In planting trees around schoolhouses, care must be 
exercised to avoid plantings that will interfere with the open 
spaces for play. It may be well also to take care to plant fruit- 
bearing trees — that is, those that have berries, to attract the 
birds. Virgin's Bower and Virginia Creeper on the fences will 
make good screens and afford food for the birds. 

Bibliography 

Birds of Oregon and Washington — Lord. 

Schauf fler's Arbor Day contains many suggestions. 

A pamphlet is published annually by the State Superin- 
tendent of Schools of Wisconsin, which may be secured by 
writing to him at Madison, Wisconsin. 

Three Kinds of Planting 

Plant Trees; by all means plant trees. That's number one. 
But don't forget to 




&H 



PLH 



O 



RECREATION MANUAL FOR SCHOOLS 89 

Plant, also, the love of trees. That's number two. For this 
kind of planting, the best soil is the heart of childhood and of 
youth. And, while you are about it, 

Plant, likeivise, knowledge concerning trees. That's number 
three. Not necessarily the forester's technical knowledge ; just 
a comfortable "working knowledge" you know. The leading 
species and how to distinguish them; how, and what kind, to 
select for planting — or to reject; how to set out a tree; how 
to care for and protect it. 

— Report of the Newark Shade Tree Commission. 

The Planting of the Apple Tree 

Come let us plant the apple tree. 

Cleave the tough greensward with the spade; 

Wide let its hollow bed be made; 

There gently lay the roots, and there 

Sift the dark mould with kindly care 

And press it o'er them tenderly, 

As, round the sleeping infant's feet 

We softly fold the cradle sheet ; 

So plant the apple tree. —William Cullen Bryant. 

It never will rain roses ; if you want more roses you must 
plant more rose trees. — George Eliot. 

HALLOWE'EN 

Hallowe'en, or All Saints' Eve, is a festival day of such 
ancient origin that its curious observances have become con- 
fused. Some of the customs relating to the day have come 
down to us from classic mythology. Others grew out of 
Druidic beliefs. Still others had their origin in Christian 
superstitions. On November 1 the Romans had a feast to 
Pomona, the goddess of fruits and seeds. Among the Druids, 
the first of November was a time of a great autumn festival, 
to be celebrated in thanksgiving for the harvest. 

In many schools, All Souls' Day, which comes the second 
day after Hallowe'en, is celebrated instead of Hallowe'en. The 
observance of this day can be given a good deal of educational 



90 RECREATION MANUAL FOR SCHOOLS 

value. The usual plan of observing the day is founded upon 
the thought that All Souls' Day is the day upon which all 
departed souls may return to the earth for a few hours. The 
class wishing to observe All Souls' Day selects certain histori- 
cal personages whom they wish to "recall." Extracts from the 
writings may be read or recited, if the person was an author ; 
or if a painter has been selected, copies of his work may be 
shown ; if a musician, his compositions may be performed. In 
some such way as this All Souls' Day can be interestingly 
observed without any previous preparation, merely by having 
discussions of the work of the person that it has been decided 
to "recall." 

This method of observing the day can be easily adapted to 
any grade, as the teacher needs only to "recall" personages 
known to the pupils. Primary children might recall Eugene 
Field and Robert Louis Stevenson, Froebel, and some of the 
painters of the Madonna and Child. 



THANKSGIVING DAY 

While our observance of Thanksgiving Day is a strictly 
American custom originated by the Pilgrim Fathers, it is well 
to bring to mind that some sort of festival in thanksgiving for 
the bounty of the harvest is a universal custom. The English 
have their Harvest Home and the Jewish people their Feast of 
the Tabernacles. Almost every European country has some 
way of celebrating this season. Many countries have folk 
dances that belong peculiarly to the harvest merrymaking. 

Any number of picturesque drills can be worked out for 
Thanksgiving, such as a "corn" drill, or a "fruits of the har- 
vest" drill. Descriptions of the latter are given in Thanksgiving 
Entertainments compiled by Joseph C. Sindelar. 

The first part of Hiawatha, Hiawatha's Childhood, can 
easily be dramatized and presented by children for a short 
group exercise for Thanksgiving Day. 

An interesting way to recall the period of the first Thanks- 
giving in America is to have children represent little Pilgrims, 
each taking the part of one of the early residents of Plymouth ; 



RECREATION MANUAL FOR SCHOOLS 91 

John Carver, the first governor of Plymouth; John Alden; 
Priscilla; Massasoit, the Indian chief; etc. 

Some of the customs of celebrating the English Harvest 
Home can easily be looked up and adapted. 

CHRISTMAS 

With all the wealth of folk-lore . available that many 
Christian lands have contributed to the Christmas story, it is 
a pity that in so many communities the conventional tinselled 
tree, bewhiskered Santa Claus and grandmother's stocking 
are the only symbols of Christmas the children know. 

A pleasing variation of the Christmas tree observance may 
be had by using a live tree out of doors and singing carols 
around it, as has been done in a number of cities the past 
few years. 

An interesting program might be worked out by the 
children themselves, by having them look up, some weeks in 
advance, the Christmas customs of other countries, some of 
which could then be adapted, at the teacher's discretion, to 
their own observance of the day. 

A suggestion is given somewhere that the children work 
out a festival from the information they have looked up, each 
child representing a country, the whole to be called "When all 
the world is kin." 

Bibliography 

Book of Christmas, published by Macmillan Company. 

A New Year's Pageant of Good Resolutions. 

When Mother Lets Us Play, by Angela M. Keyes. 

Holiday Entertainments, by Charles Shoemaker, contains 
three Christmas plays: "Santa Claus Outwitted"; "Seeing 
Santa Claus"; "In Santa Claus Land." 

ST. valentine's day 

Children always want to observe St. Valentine's Day, and 
there is really nothing of historic interest that is connected with 
it. According to tradition, the observance of the day came 
down from pagan times, and its customs have nothing to do 



92 RECREATION MANUAL FOR SCHOOLS 

with the saintly St. Valentine, for whom it was named. Some 
literary and historic value can be given to the day's exercises, 
however, by telling, in some form or another, the story of some 
of the world's famous lovers. This can be done by a costume 
party, or simply by reading or telling the tales, or in the form 
of a pageant or procession. 

Among the famous lovers of history and literature are: 
Dante and Beatrice; Romeo and Juliet (Shakespeare) ; Pris- 
cilla and John Alden (Longfellow's Courtship of Miles Stan- 
dish) ; Elizabeth and Robert Browning; Evangeline and 
Gabriel (Longfellow's Evangeline) ; Hiawatha and Minnehaha 
(Longfellow's Hiawatha) ; Lochinvar and Ellen (Scott's Loch- 
invar) ; Lord Ronald and Lady Clare (Tennyson's Lady 
Clare) ; John Ridd and Lorna Doone (Blackmore's Lorna 
Doone) ; Enoch Arden and Annie (Tennyson's Enoch Arden) ; 
George and Martha Washington ; Beatrice and Benedict (Much 
Ado About Nothing) ; Audrey and Touchstone (As You Like 
It), and Ichabod and Katrina (Irving's Legend of Sleepy 
Hollow) might be brought in to give a touch of humor to the 
love tales. 

Poems Suitable for Tableaux 

Riley, J. W. : An Old Sweetheart of Mine. 
Whittier, J. G. : Maud Muller. 
Longfellow, H. W. : Evangeline. 
Scott, Sir Walter : Lochinvar. 
Tennyson, Alfred : Enoch Arden. 

Bibliography 

Merington, Marguerite: Holiday Plays. 
Reisner, C. F. : Social Plans for Young People. 
Bugbee, W. N. : Successful Entertainments. 
Brooks, E. S. : Storied Holidays. 

WASHINGTON'S AND LINCOLN'S BIRTHDAYS 

The birthdays of Washington and Lincoln should be taken 
advantage of primarily to acquaint the children in some ever- 
to-be-remembered way with the work and lives of our country's 



RECREATION MANUAL FOR SCHOOLS 93 

greatest pratriots. As the two days come so close together, it 
may be advisable to plan for their observance together on one 
or the other date. 

There is much material from which to select programs for 
these days. Some of Lincoln's letters, not so well known as 
his addresses, are literary masterpieces and should be studied 
with care. 

Several well written playlets are available that are 
especially suitable for school entertainments. 

Plays 

Abraham Lincoln: Rail Splitter. A one-act play, ten char- 
acters. (See McKay: "Patriotic Plays and Pageants for Young 
People.") 

Andrews: The Perfect Tribute. (A story of Lincoln's life 
that could be easily dramatized.) 

Atkinson : Lincoln's Love Story. 

Betsy Ross and her interview with Washington at the time 
the first American flag is said to have been made. (See 
Merington, Marguerite: "Holiday Plays.") 

George Washington's Fortune. (Six characters, one-act 
play.) (See McKay: "Patriotic Plays and Pageants for Young 
People.") 

The Man Without a Country — E. E. Hale. (For sugges- 
tions for dramatization, see Chubb: "Festival Plays.") 

Tableaux 

The Signing of the Declaration of Independence. 

The First Celebration of His Birthday. (See Deems' "Holy 
Days and Holidays.") 

Training for Greatness, showing scenes representing the 
early experiences of Lincoln's life. (See Marden: "Stories 
from Life," pp. 210-36.) 

The Surrender of Lord Cornwallis. 

Washington's Farewell to His Officers. 

The Boston Tea Party. 

William Tell and Gessler. 

The Fall of the Bastile. 



94 RECREATION MANUAL FOR SCHOOLS 

The Victory at Bannockburn. 

Signing the Declaration of Independence. 

The Spirit of '76. 

Pageants 

Scenes may be worked out representing Lincoln from 
boyhood to martyrdom. Interperse with two or three of 
Lincoln's last speeches. 

Washington's Birthday Pageant — three scenes. (See Mer- 
ington: "Holiday Plays") ; twenty characters. 

Pageant of Patriots. (See McKay: "Patriotic Plays and 
Pageants.") 

Bibliography 

Deems, E. M. : Holy Days and Holidays. 
Hill, Frederick Trevor : On the Trail of Washington. 
Mauson, Agnes: Winnowing s for Washington's Birthday; 
Winnowing s for Lincoln's Birthday. 

Irving, Washington : Life of George Washington. 
Morgan, James: Abraham Lincoln, the Boy and the Man. 
Whipple, Wayne : The Story Life of Lincoln. 

EASTER 

Doubtless, most children learn something of the Christian 
significance of Easter at Sunday school, but the miracle of the 
Resurrection should in some way be told to them. 

In many places the observance of the Easter season and the 
May Day ideas are combined in a Spring Festival, in which 
the phenomenon of Nature's resurrection is predominant. 

The famous egg rolling on the White House grounds at 
Washington is held on Easter Monday. A similar fete can 
easily be carried out on the school grounds, or in a park or 
natural grove or meadow. 

An egg hunt probably provides more fun than any other 
form of entertainment for Easter. Each child may be asked 
to bring one colored egg to school. Some of the older girls may 
be delegated to hide the eggs, and all the other children may be 
permitted to take part in the hunt. This is one kind of contest 
in which the smallest children have equal chances with the 



RECREATION MANUAL FOR SCHOOLS 95 

larger ones, as their eyes and wits are often keener in hunting 
for hidden things than are those of their elders. 

Variations of the "potato race" may be played with hard- 
boiled eggs, to the great enjoyment of the children. 

MAY DAY 

There is a tendency everywhere to revive the picturesque 
customs attending the observance of May Day. These quaint 
exercises may be used to drive home certain lessons in nature 
lore that will forever impress upon young minds the wonder 
and beauty of the spring awakening and of the great cycle of 
the seasons. 

May Day has been celebrated from very ancient times. In 
planning for the day, many interesting customs may be looked 
up. For instance, a class may decide to have a Greek May Day. 
The pupils will be surprise'd on investigating the subject to 
find that many of the games they already know, such as blind 
man's buff, were played by the Greeks on holidays. A pretty 
Greek festival for May Day may be worked out by a simple 
dramatization of the story of Ceres and Proserpine. Imper- 
sonations of flowers, such as hyacinth, narcissus and anemone, 
are pleasing to children. 

There are many traditional ways of celebrating May Day 
handed down from the days of Merrie England. Until recent 
years, groups of "Milkmaids," "Chimney sweeps," or Robin 
Hood and his companions, might be seen in their quaint revels 
on the streets of London on May Day. 

The crowning of the May Queen can be made a charming 
feature of the exercises. Perhaps the one old English custom 
that is sure to give pleasure to all is the May Pole dance. A 
simple and easily taught May Pole dance is given with direc- 
tions in Elizabeth Burchenal's Folk Dances and Singing Games. 

The May Day fete is the one big festival day for the children 
in the public schools of New York City. Last year six thousand 
little girls danced the May Pole dance, using two hundred and 
fifty May poles, on the green in Central Park. For many of 
these children, May Day is the one day in the year when they 
have an opportunity to play on the grass. 

Sig. 4. 




T3 

C 



O 
h 

be 
>> 

a! 



U 






RECREATION MANUAL FOR SCHOOLS 97 

Folk Festivals — May Master Needham, gives many inter- 
esting suggestions for May Day. 

A May Day play, "In Bells and Motley on the May Dawn," 
in Home Plays for Boys and Girls, with other references, are 
given in the bibliography at the end of the book. 

Civic Creed 

God hath made of one blood all nations of men, and we are 
His children — brothers and sisters all. We are citizens of these 
United States, and we believe our Flag stands for self-sacrifice 
for the good of all the people. We want, therefore, to be true 
citizens of our great country, and will show our love for her 
by our works. 

Our country does not ask us to die for her welfare; she 
asks us to live for her, and so to live and so to act that her 
government may be pure, her officers .honest, and every corner 
of her territory shall be a place fit to grow the best men and 
women, who shall rule over her. 

— From "Three Years With the Poets." 

PEACE DAY 

The "Civic Creed," written by Miss Mary McDowell for the 
children of the University Settlement, Chicago, is a splendid 
thing to put before the children on Peace Day. It might 
profitably be learned by a whole class. 

Peace Day means the recognition of a world movement of 
such vast significance to human progress that much effort 
might well be spent in trying to make its meaning clear to the 
children. Someone has suggested that in the upper grades the 
pupils be required to write essays on topics that will necessitate 
research on the origin and meaning of Peace Day. These 
might be read on Peace Day. Some suggested topics are: 
"What the Eighteenth of May Signifies" ; "The Cost of War" ; 
"The Czar's Plan for Peace"; "Choosing an Umpire"; "The 
First Peace Conference"; "The Second Peace Conference"; 
"The Third Peace Conference"; "The Nobel Prize." 



98 RECREATION MANUAL FOR SCHOOLS 

Bibliography 

Bulletin of Government Bureau of Education at Washing- 
ton for 1912 and 1913, Nos. 8 and 12. 

Pamphlets of American Association of Conciliation, Sub- 
Station 84 (407 West 117th Street), New York City. 

INDEPENDENCE DAY 

While Independence Day comes at a time when school is not 
in session, not infrequently the same persons have the planning 
in hand who have the arranging of programs for other 
special days. 

Sentiment has changed rapidly and radically in regard to 
the old method of celebrating the Fourth of July with much 
noise and great danger. To take the place of meaningless and 
dangerous ways of celebrating, many original and charming 
programs have been worked out in different communities. 

For the village or rural district, a community picnic is 
doubtless the best way of getting all the people together for a 
common celebration. But merely getting people together with 
no definite thing in mind for their entertainment beyond the 
lunch basket, is useless. A program should be planned that 
will keep as many as possible interested throughout the day. 
Such a program should include a schedule of events for people 
of all ages. But whatever athletic contests or other events may 
be introduced to add interest to the day, the real significance 
of the Fourth of July as the birthday of American Independ- 
dence should be kept always in the foreground. This can be 
done in many ways. An historical pageant or a series of 
tableaux depicting Revolutionary scenes may be carried out. 
Good subjects for tableaux are: Washington taking command 
of the American Army; Betsy Ross making the American 
Flag ; the Boston Tea Party ; Signing the Declaration ; Wash- 
ington's farewell address to his officers. A band concert of 
patriotic music should be provided, and every encouragement 
given to the people to join in the singing of patriotic songs. A 
feature of the program that is always pleasing is a May pole 
dance, in which red, white and blue ribbons are used to wind 
the pole. This can be easily arranged with a little practice 



RECREATION MANUAL FOR SCHOOLS 99 

beforehand. Mention is made of the dance to be used in the 
suggestions for May Day. 

Athletic events should include something for everybody, and 
humorous "stunts" should not be overlooked, such as fat men's 
races, sack and potato races and races for married women. 

The Recreation Department of the Russell Sage Founda- 
tion, 400 Metropolitan Tower, New York City, has issued a 
number of publications on the observance of Independence 
Day. Among them are : 

No. 105. How the Fourth was Celebrated in 1911 (54 
pages). Price, 10 cents. 

No. 98. A Sane Fourth of July (8 pages). No charge. 

No. 97. A Safe and Patriotic Fourth of July (24 pages) . 
Price, 5 cents. 

No. 70. Independence Day Celebrations (32 pages). Price, 
5 cents. 

No. 62. Fourth of July Injuries and Tetanus (27 pages) . 
Price, 5 cents. 

No. 31. A Safer, Saner Fourth of July (31 pages) . Price, 
5 cents. 



FIELD MEETS 

CHAPTER V 

The main object of track and field athletics is to create an 
interest in outdoor games and recreational exercise, to bring 
out and enlarge upon accomplishments with which pupils are 
by nature endowed, to develop endurance and skill through 
competitive sports, and to cultivate in young people a desire 
for clean, wholesome, sportsmanlike contests. Individual 
schools are encouraged to hold their annual field meets, while 
groups of schools in a community may hold an interscholastic 
meet, during which a carefully organized program of track 
and field events may be carried out. This would be preceded 
by weeks of training after school hours in the gymnasium or 
schoolyard. 

The work incident to the preparation for a spring field 
meet shows a marked development of the school children in 
physique, character and discipline throughout the year, and 
develops a school spirit which no other feature of school life 
can accomplish. 

In making up the field day program, only such events 
should be scheduled for girls as are distinctively suited to their 
sex. The competition between different groups in folk danc- 
ing might be included, and such races as the Shuttle, All-up, 
Hurdle and Pass Ball Relays, run in short distances, are 
desirable. A contest in basketball throwing for distance and 
such games as Playground Ball, Captain Ball, Basketball and 
Volley Ball should be held. Girl contestants should be encour- 
aged to wear bloomers and skirt of the same color, and a 
loose-fitting sailor "middy." 

All boys in the school should be urged to compete in some 
event or other, excepting those who are physically unfit. This 
avoids the tendency to select and train one or two people in a 
class, thus neglecting the physical training of others. Certain 
minimum standards may be set in each event which a boy must 
reach by his training in order to qualify for a place on the 
team. Special events for novices and interclass competitive 
games should be held in order to find opportunity for those 
not destined to become future champions to get something out 
of athletics by competition with others of like ability. 



102 RECREATION MANUAL FOR SCHOOLS 

Participants should be instructed prior to a meet on the 
points of good sportsmanship which should include, especially, 
how to lose with good spirit, never to question the decision of 
an official, and, that the contest is made for the pleasure of 
the sport and not for the purpose of winning at all costs. 

Any of the following events may be scheduled for boys. 
For rules and regulations for field work, reference may be 
made to Spalding's Official Athletic Rules. 

ELEMENTARY SCHOOLS 
events for boys 
85-Pound Class 100-Pound Class 

50-yard Dash. 60-yard Dash. 

Running High Jump. Running High Jump. 

Running Broad Jump. Running Broad Jump. 

360-yard Relay Race. 440-yard Relay Race. 

115-Pound Class Unlimited Weight Class 

70-yard Dash. 100-yard Dash. 

8-pound Shot Put. 12-pound Shot Put. 

Running Broad Jump. Running High Jump. 

440-yard Relay Race. 880-yard Relay Race. 

The points are scored for individual and relay events alike on a basis 
of 5 points for firsts, 3 points for seconds, 2 points for thirds, and 1 point 
for fourths. 

HIGH SCHOOLS 
events for boys 
Track Events 
50-yard Dash, Freshmen; 60-yard, Sophomore; 75-yard, Junior (Novices) 
100-yard Dash (Novice). 220-yard Run. 

220-yard Run (Novice). 440-yard Run. 

100-yard Dash. 880-yard Run. 

120-yard Hurdle Race (ten hurdles, 3 feet 6 inches) . 
220-yard Hurdle Race (ten hurdles, 2 feet 6 inches) . 
100-lb. Relay Race (four-boy team — each boy to run 110 yards) . 
120-lb. Relay Race (four-boy team — each boy to run 220 yards). 
Unlimited weight Relay Race (four-boy team — each boy to run 440 
yards) . 

Field Events 

Running High Jump. Running Broad Jump. 

Putting 12-pound Shot. Pole Vault. 

Discus Throw (Greek style). 



ATHLETIC MEETS; ATHLETIC BADGE TEST 

CHAPTER VI 

Every boy ought to be physically efficient. 

Specialized athletics have developed remarkable American 
athletes, but they have done most for those who needed athletic 
training least. 

Every boy ought to try to reach a certain minimum 
physical standard. Such standards have been formulated by 
a committee of experts and are here presented. 

Every boy passing the tests is authorized to wear this 
badge, which stands for physical efficiency. 

Every boy wearing this badge, as he meets another boy — 
even though their homes be on opposite sides of the continent 
— when he sees the badge upon the other boy, knows that they 
have had the same tests, and feels a certain comradeship. 

In these days the boy who makes himself physically efficient 
is preparing himself for efficient citizenship later. 

It is hoped that once a year in each city there can be a 
meeting of the boys who have qualified in previous years to 
welcome those who have just qualified. It would not be 
unfitting in our American cities, as in the cities of ancient 
Greece, for the leaders in the city's life to make such a time 
a notable annual event. 

In some cities the physical standard of the boys has been 
made much higher because of these tests — sometimes thirty 
per cent higher. To achieve the same result nationally would 
enable America to continue to have in these days of city life, 
the pride in the physical fitness of her boys which she had 
in the pioneer days. 

THE ATHLETIC BADGE TEST FOR BOYS 

The Playground and Recreation Association of America has 
adopted the following as standards which every boy ought to 
be able to attain: 

First Test 

Pull Up (Chinning), 4 times. 
Standing Broad Jump, 5 feet, 9 inches. 
60-yard Dash, 8% seconds. 



104 RECREATION MANUAL FOR SCHOOLS 

Second Test 

Pull Up (Chinning) 6 times. 

Standing broad jump, 6 feet, 6 inches. 

60-yard Dash, 8 seconds. 

Or 100-yard Dash, 14 seconds. 

Third Test 

Pull Up (Chinning), 9 times. 
Running High Jump, 4 feet, 4 inches. 
220-yard Run, 28 seconds. 

As these standards have been tested in the public schools 
of several cities, it has been found that boys of twelve years 
of age should be able to qualify for the badge under the first 
test, elementary school boys of thirteen years and over for the 
second test, and high school boys for the third test. It does 
not seem, however, to those who have had experience with this 
form of athletics, that the different standards should be 
limited to these age groups. Accordingly, no age or even 
weight limit is fixed. Any boy may enter any test at any time. 

Similar tests are now in use in many cities and in some 
country districts. The association has attempted, through a 
committee of experts from different parts of the country, to 
establish standards which would be simple, consist of events 
which are interesting, and be generally acceptable. The tests 
require only simple apparatus, a comparatively small space. 
They can be conducted in a short period of time, even with a 
considerable number of boys, and the measure of each boy's 
performance can be accurately determined. 

CONTESTS 

The following general rules shall govern the final com- 
petition : 

No boy is permitted to receive more than one badge for 
any grade in any one year. 

It is necessary to qualify in all three events in any one 
class in order to win a badge. 

There shall be but one trial in chinning, one in dashes, and 
three in the jumps. 



recreation manual for schools 105 

1. Pull Up (Chinning) 

A portable chinning bar in a doorway, a horizontal bar in 
the gymnasium or the rungs of a ladder set at an angle against 
a building may serve the purpose. 

Each contestant begins with his hands on the bar. Then 
with his arms straightened at full length he pulls himself up 
without a kick, snap, jerk, or swing, until his chin is above the 
bar. Lowering himself again until his arms are straight, he 
repeats the "pull up." 

2. Standing Broad Jump 

Whenever possible, it is best to prepare a jumping pit by 
digging up a piece of ground about four feet by twenty-five 
feet and have a wooden or metal strip two inches by four inches 
imbedded in the ground at one end of the pit, flush with the 
surface, to serve as a "take off." It is also well to mark off 
five feet nine inches and six feet six inches from the "take 
off." Each competitor is allowed three jumps, his best jump 
being taken as his record. 

"The feet of the competitor may be placed in any position, 
but shall leave the ground once only in make an attempt to 
jump. When the feet are lifted from the ground twice, or two 
springs are made in making the attempt, it shall count as a 
trial jump without result. A competitor may rock back and 
forward, lifting heels and toes alternately from the ground, 
but may not lift either foot clear of the ground, nor slide 
either foot along the ground in any direction." (The rules 
quoted are, with slight adaptation, the rules laid down in the 
Official Handbook of the Public Schools Athletic League.) 

3. 60-Yard Dash, 100-Yard Dash and 220-Yard Run 

A stop watch is necessary for timing the boys in this event. 
Under the direction of a starter each individual competitor 
takes his position on the starting mark. The starter gives the 
signal by saying : "On the mark," "Get set," "Go." At the 
word "Go," the timekeeper starts his watch. As the runner 
crosses the finish line (60 yards, 100 yards, or 220 yards from 



106 RECREATION MANUAL FOR SCHOOLS 

the starting line) , the timekeeper stops his watch. The time 
indicated on the stop watch is the runner's time. 

"A false start is one where any part of the person of a 
competitor touches the ground in front of his mark before the 
starter purposely gives his signal. The third false start shall 
disqualify the offender. The competitor shall keep his hands 
behind the mark assigned to him." 

4. Running High Jump 

"The bar shall be a thin stick and shall rest on pins which 
shall project not more than three inches from the uprights. 
When this bar is removed, it shall constitute a trial jump 
without result." 

"The height shall be measured from the middle of the bar 
to the ground on a direct line." 

"Each boy shall be allowed three trial jumps at each 
height." 

"Running under the bar in making an attempt to jump 
shall be counted as a balk and three successive balks shall 
constitute a trial jump." (Official Handbook of the Public 
Schools Athletic League.) 

The following order of events is suggested: Pull up 
(chinning), jumping, running. 

BADGES 

The badge for the first test is distinguished by one star in 
the space below the hurdler, the badge for the second test by 
two stars below the hurdler, the badge for the third test by the 
Greek word "API ^ TON" below the hurdler. All the badges 
are in bronze. The feeling has been strong that the badges 
should be simple and beautiful, but should not in themselves 
have intrinsic value, that the value should be in what the badge 
stands for. In designing this badge for the boys of America, 
Dr. R. Tait McKenzie has rendered a large service. 

The association recommends that each boy passing the 
tests be allowed to pay for his own badge just as a young man 
or woman at college elected to Phi Beta Kappa pays for the 
key awarded. 



recreation manual for schools 107 

Price 

The price, postpaid, either singly or in quantity, is fifteen 
cents each. 

Ordering Badges 

Public schools, private schools, playgrounds, evening 
recreation centers, settlements, church organizations, and other 
organizations of good standing in any city, town, village or 
rural community may use the test adopted by the association 
and certify on blanks furnished by the association, the names 
and addresses of boys passing the tests, ordering the number 
of badges of each kind required. 

The American Committee on Athletic Standards for Boys 
will pass on each list certified. If such list is accepted by the 
committee, the badges ordered will be forwarded on receipt of 
the money for such badges. The association will reserve the 
right to test boys whose names have been sent in, if, in the 
judgment of the committee, it seems desirable to do so. The 
association will expect those certifying these lists to exercise 
the greatest possible care. The object in passing on each list 
is so far as possible to make sure that badges shall go only to 
such boys as have passed the tests required. 

— Athletic Committee, 
Playground and Recreation Association of America. 

THE ATHLETIC BADGE TEST FOR GIRLS 
The Playground and Recreation Association of America 
has adopted provisionally the following as standards which 
every girl ought to be able to attain: 

First Test 

All-up Indian Club Race, 30 seconds. 
Basket-ball Throwing, 2 goals out of 6 trials. 
Balancing, 24 feet, 2 trials. 

Second Test 

All-up Indian Club Race, 28 seconds. 
Basket-ball Throwing, 3 goals out of 6 trials. 
Balancing (bean-bag on head) , 24 feet, 2 trials. 

When Indian Clubs are not available, the Potato Race may 

be substituted: 

For First Test, 140 yards, 42 seconds. 
For Second Test, 140 yards, 39 seconds. 



108 RECREATION MANUAL FOR SCHOOLS 

The events used in Philadelphia, New Orleans, Tacoma, 
Chicago, Cincinnati, Newark and New York, as represen- 
tative of the tests used in city schools ; those prepared by Miss 
Anna M. Morgan for Ulster County, New York, as representa- 
tive of rural communities, both supplemented by the report of 
the investigation of athletics for girls made by Mrs. Frank M. 
Roessing and Miss Elizabeth Burchenal, were used as a basis 
in preparing the athletic badge test for girls. 

The athletic sports of the girls in the rural communities 
begin largely in the schools. There are 226,000 one-room rural 
schools in the United States and because of lack of gymna- 
sium equipment and dressing-room facilities, events requiring 
bloomers and bathing suits are not advisable. There are many 
splendid events which can not be used nationally. For instance, 
rowing, swimming and other water sports are as impossible in 
many sections of the prairie countries as are skating and skiing 
in the south. Archery, golf, field hockey, horseback riding and 
tennis have been found to be quite beyond the means at the 
disposal of the majority of school girls in both city and coun- 
try. There are communities in which any form of dancing 
does not meet with approval. 

In view of the above facts, only two tests have been decided 
upon. As there are agencies at work to encourage the devel- 
opment of play leaders and the use of various sports in all 
communities, the third test has been left open for further 
suggestions. 

Tests 

There are no height, weight or age limits in the Athletic 
Badge Test for Girls. The following general rules shall govern 
the final tests: 

There shall be but one trial in each event, except the 
balancing, in which two trials are allowed. 

It is necessary to qualify in all three events in either class 
in order to win a badge. 

No girl is permitted to receive more than one badge in 
any one year. 



RECREATION MANUAL FOR SCHOOLS 109 

DIRECTIONS FOR EVENTS 
All-Up Indian Club Race 

Draw two tangent circles, each three feet in diameter. In 
one of the circles place three one-pound Model B Indian Clubs. 
At a point thirty feet distant from a line passed through the 
center of the circles, and parallel to it, draw a line to be used 
as a starting line. 

On the signal the girl runs from the starting line, transfers 
the three clubs, one after the other, to the vacant circle, and 
runs back to the starting line. Three such trips are made, 
finishing at the starting point. The girl is permitted to use 
but one hand in transferring the clubs. 

To win a Class "A" badge, a girl must make the three trips 
to the circles in thirty seconds. 

To win a Class "B" badge, a girl must make the three trips 
to the circles in twenty-eight seconds. 

Basketball Throwing 

The regular basketball goal may be used. It should be 
placed ten feet above the ground and extend six inches from 
the surface to which it is attached. 

From a point directly under the center of the goal, draw a 
semicircle with a radius of fifteen feet, for a throwing line. 

The girl may stand at any point outside of but touching 
the throwing line. On the signal she throws for the goal, runs 
and picks up the ball and runs back of the line and makes the 
next throw. 

To win a Class "A" badge, a girl must make two goals out 
of six trials. 

To win a Class "B" badge, a girl must make three goals out 
of six trials. 

Balancing 

Any standard balance beam may be used, or a two by 
four-inch plank, set on the two-inch side, but the length should 
be twelve feet. 

There is no time limit in this event, but there should be an 
endeavor to meet the requirements promptly, without haste, 
and with perfect poise. 



110 RECREATION MANUAL FOR SCHOOLS 

For Class "A" : The girl starts from center of beam, walks 
forward to end; without turning, walks backward to center; 
turns and walks forward to other end; turns and walks 
forward to starting point. 

For Class "B" : With a bean-bag balanced on her head, the 
girl starts from center of beam and walks forward to end; 
turns and walks forward the entire length of the balance beam ; 
without turning, walks backward to starting point. 

Potato Race 

On a direct line draw four circles, each twelve inches in 
diameter and five yards apart from center to center. Five 
yards back of the center of the first circle and at right angles 
to the direct line, draw a line to be used as the starting line. 
This is also the finish line. 

On the first circle place a basket or other receptacle not 
over two feet in height and with an opening not exceeding 
three feet in circumference. 

On the signal the girl runs from the starting line, takes one 
potato from the basket and places it in the first vacant circle 
(the one nearest the basket) ; runs back to the basket, passes 
between it and the starting line ; takes the second potato from 
the basket and places it in the second circle; returns to the 
basket, passes between it and the starting line ; takes the third 
potato from the basket, places it in the third circle and runs 
back to the starting line. From the starting line she runs to 
the first circle, picks up the potato and replaces it in the basket, 
passes between the basket and the starting line, runs to the 
second circle, picks up the potato and replaces it in the basket, 
runs to the third circle, picks up the potato, replaces it in the 
basket and runs across the finish line. 

If a potato is dropped anywhere but in the circle where it 
should be placed or in the basket, it must be picked up and 
properly placed before another is touched. 

To win a Class "A" badge, a girl must cross the finish line 
within forty-two seconds from the time the signal to start is 
given. 

To win a Class "B" badge, a girl must cross the finish line 
within thirty-nine seconds from the time the signal to start is 
given. 



PATRIOTIC PAGEANT 

CHAPTER VII 

"THE GROWTH OF AMERICAN DEMOCRACY" 
By Laura J. Taylor 

A patriotic pageant, suitable for use on any occasion which 
is planned to commemorate the great men or great deeds of 
the past in our national life, or to create a keener appreciation 
of what it means to be an American. 

FOREWORD 

Arrangement — The pageant has been arranged with the idea of its 
being readily adapted for a grammar school, high school, college or 
community program. 

As outlined, the time required for the production is about thirty min- 
utes, and the participants number sixty-four. If more persons are 
available, and a longer and more spectacular pageant is desired, panto- 
mime scenes and tableaux may be introduced effectively. Suggestions 
for these may be found in the appendix. 

Form — Prologue, Processional, Epochs, Finale. 

Characters — Prologuist, Columbia, the Forty-eight States, Alaska, 
Island Possessions, Cuba, Panama, Soldiers, Sailors, Aviators and Nurses. 

Setting — (a) Out of doors: (1) Any suitable place for a program; 
(2) A platform 12x15 feet, or larger, with an extra elevation for 
Columbia; (3) Steps leading to platform at back and front; (4) A 
green background or screen. 

(6) Indoors: (1) A large platform is desirable, but a small one will 
serve if there is room below at the sides; (2) Steps leading to platform 
at right and left; (3) Extra elevation for Columbia. 

Note — The directions here given are for an indoors pageant, pro- 
duced upon a stage 15x30 or 15x40 feet. A curtain is not necessary 
unless suggestions in the appendix are included. 

Music — The music is an essential part of the pageant. Each song 
has been selected because of its particular appropriateness, and should 
be played as indicated. Except for a bugle call, all the music is that of 
national songs, and is, therefore, easily obtained. 

An instrument is necessary for its rendition, as it should be played 
rather than sung, when used to introduce the different epochs. 

Costumes — (1) Columbia: Grecian gown of white cheesecloth, reach- 
ing to the floor; A large flag draped over the gown; Low-heeled 
shoes or sandals; Crown of gilded cardboard. 

(2) States, Islands, Etc.: Ordinary white dresses; White crowns, 
on which names of states, etc., appear in red letters; Small flags. 

(3) Original Thirteen States: Carry shields. 

(4) Maryland carries banner of light blue field, with "Public Schools" 
in dark blue. 

(5) Ohio carries banner of red field, with "Freedom of the Seas" in 
white. 



112 RECREATION MANUAL FOR SCHOOLS 

(6) Illinois carries banner of dark blue field, with "Union and 
Liberty" in white. 

(7) Equal Suffrage States carry banners of white field, with "Votes 
for Women" in dark blue. 

(8) Soldiers, Sailors, Aviators and Red Cross Nurses in regulation 
costumes. 

PAGEANT 

I. Prologue — 

Music : "My Country, Tis of Thee," 

(1) One stanza for introduction; 

(2) Two stanzas to accompany recitation, or they may be omitted. 
Young American (boy or girl) appears and recites: 

My country, 'tis of thee, 

Sweet land of liberty, 

Of thee we sing! 
For great deeds of the past, 
For democracy held fast, 
For union that shall last 

Praises shall ring. 

To Columbia, fair and free, 

Pledge we our loyalty 

With heart and mind. 
Ever may thy fame endure, 
Ever striving, slow, but sure, 
The path of freedom make secure 

For all mankind. 

II. Processional — 

Music: "Hail, Columbia." 

Directions: Enter Columbia, followed by the States, Alaska, Island 
Possessions, Cuba and Panama, arranged in couples, the states according 
to the order of their admission into the Union. All except Columbia 
carry small flags. 

(1) If out of doors, the procession moves toward the space behind the 
platform. Columbia mounts the rear stairs. The couples separate at 
center-back and form at right and left of platform; in groups. 

(2) If indoors, the procession enters at the rear of the room, moves 
down center aisle; Columbia mounts to the platform, followed by the 
Original Thirteen States, who form in a semicircle, seven on the right 
and six on the left of Columbia. They face Columbia, raise high their 
flags toward her as she turns toward the audience. When Columbia is 
in position, she raises her right arm outward and upward, with palm 
toward the audience, and her left arm backward and downward, with 
palm toward the floor. Her head is turned slightly upward, as if looking 
into the future. The remaining states group right and left below the 
platform. These positions are held until a fitting ending occurs in 
the music. 

III. First Epoch- 
Music: "Yankee Doodle." 

Directions: (1) The Original Thirteen States — New Hampshire, 
Massachusetts, Connecticut, Rhode Island, New York, New Jersey, Penn- 
sylvania, Delaware, Maryland, Virginia, North Carolina, South Carolina 
and Georgia — move forward and form a slightly curved line in front of 
Columbia. Music stops. (2) Virginia steps forward and states: "The 



RECKEATION MANUAL FOR SCHOOLS 113 

first united action which marks the beginning of American Democracy, 
which is, therefore, a sacred heritage, and which is included as a part 
of every Fourth of July program, is known as the Declaration of 
Independence : 

" 'When in the course of human events, etc' " (Give as much or as 
little as is desired.) (3) New York comes forward and states: "In 
order that independence might be maintained, that democracy might live, 
those great men, the founders of our republic, wrought for Columbia a 
document, one of the greatest in human history, namely, 'The Constitu- 
tion of the United States of America, the preamble of which reads : "We, 
the people of the United States, in order to form a more perfect union, 
establish justice, insure domestic tranquillity, provide for the common 
defense, promote the general welfare and secure the blessings of liberty 
to ourselves and our posterity, do ordain and establish this Constitution 
of the United States of America." ' " The Thirteen States recite the 
preamble in concert. (4) Massachusetts steps forward and states: 
"Before the Constitution was framed, before the Declaration of Indepen- 
dence was considered, certain decisive events were occurring. The 
beginning of these has made famous the day, April 19, 1775, when the 
'minute-men' started the revolution by the battle of Lexington. The 
most beautiful tribute to the memory of those men was written by Ralph 
Waldo Emerson, when a monument in their honor was erected at Concord 
Bridge, April 19, 1836: 

'By the rude bridge that arched the flood, 
Their flag to April's breeze unfurled. 
There once th' embattled farmer stood 
And fired the shot heard 'round the world. 

The foe long since in silence slept, 
Alike, the conqueror silent sleeps, 
And Time the ruined bridge has swept 
Down the dark stream which seaward creeps. 

On this green bank, by this soft stream, 
We set today a votive stone, 
That mem'ry may their deed redeem, 
When, like our sires, our sons are gone. 

Spirit who made those freemen dare 
To die or leave their children free, 
Bid Time and Nature gently spare 
The shaft we raise to them and Thee.' " 

(5) Maryland steps forward and states: "The perpetuation of American 
Democracy was again assured by that famous ordinance of 1787, for one 
of its articles declares: 

'Religion, morality and knowledge being necessary 
to good government and the happiness of mankind, 
schools and the means of education shall forever 
be encouraged.' " 

(6) All the states sing one stanza of Keller's American Hymn: 
"Speed our republic, O, Father on high." 

As the music for the Second Epoch begins, the ends of the lines lead 
right and left around toward the back, and form semicircular back- 
ground. 



114 RECREATION MANUAL FOR SCHOOLS 

IV. Second Epoch — 

Music: "The Star- Spangled Banner." 

Directions: (1) Enter now, two on the right and three on the left, 
the states admitted prior to the war of 1812, Vermont, Kentucky, Ohio, 
Tennessee, Louisiana. They move toward Columbia, forming a curved 
line, curtsy and face the audience. (2) Ohio steps forward and states: 
"When our nation was yet in its infancy, with but eighteen states to 
maintain a home for Democracy, her welfare was dangerously menaced, 
but courageously her devoted people met the enemy and won, not only for 
themselves, but for all mankind, the 'Freedom of the Seas.' 

"The frigate Constitution, the most famous ship in our naval history, 
lovingly known as 'Old Ironsides,' was valiantly instrumental in the 
outcome of the war. When, in later years, it was suggested by a 
secretary of the navy that the gallant ship be dismantled and broken up, 
Oliver Wendell Holmes, by his poem of protest, aroused such feeling 
against this action that she was partially rebuilt, and now serves as a 
naval training ship in Boston harbor. Every American should be stirred 
by the words of that fervid outburst: 

'Ay! Tear her tattered ensign down! 
Long has it waved on high, 
And many an eye has danced to see 
That banner in the sky. 

Beneath it rung the battle's shout, 
And burst the cannon's roar. — 
The meteor of the ocean air 
Shall sweep the clouds no more. 

Her deck, once red with heroes' blood, 
Where knelt the vanquished foe, 
When winds were hurrying o'er the flood, 
And waves were white below, 

No more shall feel the victor's tread, 
Or know the conquered knee; — 
The harpies of the shore shall pluck 
The eagle of the sea! 

O! Better that her shattered hulk 
Should sink beneath the wave; 
Her thunder shook the mighty deep, 
And there should be her grave. 

Nail to the mast her holy flag, 
Set ev'ry threadbare sail, 
And give her to the God of storms, 
The lightning and the gale!' " 

(3) Tennessee steps forward and states: "The war of 1812 holds yet 
another claim upon our patriotic memory, for it gave to us our great 
national song, 'The Star-Spangled Banner,' written by Francis Scott 
Key to inspire his countrymen to greater effort at a time when the 
result of the conflict was undecided." 

The eighteen states wave flags and sing: 

"And the star-spangled banner 
In triumph shall wave 
O'er the land of the free 
And the home of the brave." 

The five states move backward, while waving the flags, and become 
a part of the rear line. 



RECREATION MANUAL FOR SCHOOLS 115 

V. Third Epoch- 
Music: "The Battle Hymn of the Republic." 

Directions: (1) Enter now the eighteen states admitted into the 
union in time to participate in the war of the rebellion, nine on the right 
and nine on the left, Indiana, Mississippi, Alabama, Illinois, Maine, Mis- 
souri, Arkansas, Michigan, Florida, Texas, Iowa, Wisconsin, California, 
Minnesota, Oregon, Kansas, West Virginia, Nevada. As they advance 
toward Columbia from the sides — (1) the partners halt; (2) salute 
Columbia; (3) move to center, face front; (4) march toward front of 
stage; (5) turn away from partner; (6) form two lines, facing audi- 
ence, with nine in each line. Music stops. 

(2) Chord. All northern states come forward, raise flags. Chord. 
Recite Webster's famous words: "Union and liberty, now and forever, 
one and inseparable." Chord. Retire to places. 

(3) Kentucky steps forward and states: 

"While the civil war, with its four long years of untold suffering and 
sorrow, was fought that union and liberty might still live — it also was 
fought that slavery might be abolished — human slavery — -so incompat- 
ible with true democracy. With the Emancipation Proclamation the 
shackles of the black man were broken. Listen to the words of the great 
emancipator, Abraham Lincoln: 

'Now, therefore, I, Abraham Lincoln, President 
of the United States, by virtue of the power vested 
in me as commander-in-chief of the army and navy 
of the United States, do order and declare that all 
persons held as slaves within said states are, and 
henceforward shall be free, and that the executive 
government of the United States, including the mil- 
itary and naval authorities thereof, will recognize 
and maintain the freedom of said persons. 

'And upon this act, sincerely believed to be an 
act of justice, warranted by the Constitution upon 
military necessity, I invoke the considerate justice 
of mankind, and the gracious favor of Almighty 
God.' " 

(4) Illinois steps forward and states: 

"In that period of storm and stress, when the ship of state seemed 
about to founder upon the rock of division, when 

'Humanity, with all its fears., 
With all its hopes of future years, 
Was hanging, breathless, on her fate,' 

Lincoln gave voice to one of the finest utterances in the English lan- 
guage, known as the Gettysburg Address: 
'Fourscore and seven years ago, etc' " 

(5) All the states, Northern and Southern, recite Holmes' lines: 

"Pay our sires their children's debt, 
Love and honor, nor forget 
Only union's gold key 
Guards the ark of liberty." 

As the music for the Fourth Epoch is being played, the leaders lead 
the lines away, right and left. 



116 RECREATION MANUAL FOR SCHOOLS 

VI. Fourth Epoch- 
Music : "The Red, White and Blue." 

Directions: (1) Enter now, the last twelve states, six on the 
right and six on the left, Nebraska, Colorado, Montana, Washington, 
North Dakota, South Dakota, Wyoming, Utah, New Mexico, and Arizona. 
(2) The lines march toward each other across front of stage; (3) 
partners meet and march toward Columbia; (4) bow by couples as they 
reach Columbia; (5) separate, going right and left, and form two lines 
facing each other, about eight feet apart; (6) stand at attention, with 
hands in position for salute. (7) Through the lane formed, march the 
following: Alaska, Hawaii, Porto Rico, Philippines, Cuba, Panama. (8) 
They have come together from the right and the left, pausing at sides 
until the twelve states are in position, then (9) they march toward 
Columbia, (10) halt and bow together, then (11) move right and left 
about Columbia, and stand as if under her protecting arms. Music 
stops. When the six bow, the twelve states drop their raised hands, and 
the lines backward wheel from front of stage about forty-five degrees, 
to make the third line of states on the stage. 

(2) Columbia, raising both arms above the heads of all, speaks: 

" 'Lo, my domain stretches from sea to sea, 
My people united, glad and free.' 

"When civil war no longer rent the land, when 'cannon were hammered 
into plowshares,' a great industrial and social awakening brought a 
clearer understanding of the privileges and responsibilities of democracy. 
Fraternity, brotherhood, has become the guiding star, and to our shores 
have come, by countless numbers, peoples 'from other lands oppressed.' 
May they find a 'home and refuge' here. 

"When Cuba called for aid, crushed under 'tyranny's heavy heel,' our 
response not only gave her freedom, but brought it, as well, to the far 
Philippines. Other islands of the sea, by voluntary annexation or by 
purchase, linked more closely together by our great Panama canal, 
dwell under the protecting folds of the 'banner of the free,' and there, 
too, shall progress and happiness flourish." 

(3) All the states sing one stanza and chorus of "The Red, White and 
Blue." While singing, they march across the stage, figure eight, then 
countermarching on right and left, respectively, bring the suffrage states 
into or near the front. 

(4) Columbia speaks: 

"The march of democracy in America must ever be onward. Great 
progress has been made, but many problems yet await attention. Democ- 
racy is even now taking another step forward. Colorado, to whom honor 
must be paid as the leader in this great movement, long delayed but 
finally inevitable; Colorado, stand forth!" 

(2) Colorado speaks: 

"Out of the West, the star of sisterhood is shining and pointing the 
way to a greater democracy, which recognizes the true worth and position 
of women. A nation whose birth-note rang out: 

'No taxation without representation,' 
must at last repay the revolutionary mothers for their sacrifice and 
service when our republic was founded, by granting to their grand- 
daughters full citizenship. 

"Already fourteen states have answered to the democratic impulse." 

As Colorado is speaking, the fourteen states display their banners, 
"Votes For Women.": Colorado, Wyoming, Washington, California, 
Idaho, Oregon, Montana, Nevada, Arizona, New Mexico, Utah, Kansas, 
Illinois and *North Dakota. 



* Partial suffrage. 



RECREATION MANUAL FOR SCHOOLS 



117 



VII. Finale — ,. ., . ,, „ 

"But hark! But hear ! Another call has co me to o ^^ 

longer is it democracy for Amenca. The freedom ot ^ ^ 

£ST Jar^S g A aS Se„fs°w U niKSte the people of America, 
and we shall fight tor tne ™ m £, b wi submit to authority 

r h r ?7is tta^cSi SSas .-seeim 

Sfpeolira/rhanTrTnTp-ran^ and make the 

world, itself, at last ^^ ,.^ cate our n ves and our fortunes, every- 

° the ( r /)"columbia steps down from her elevation, advances, and m an 
inspired manner, arouses her hearers : 

"'Look our ransomed shores around, 

Peace and safety we have found'. 

But our friends who once were toes, 

We must help assuage their woes, 

'Children of a day newborn, 

Mindful of its glorious morn, 

Pay the debt you still must owe ^ 

To arms! and crush the arrant foe. 

Chorus: "To arms! and crush the arrant foe!" 

They raise their banners and flags. ?? 

KeWmarS ^nelhlr^tates lead around and stand in 
''tromtetontire marching straight * Colunthia and mov^ m 
T ^u^'uiore' S'SrSr Whet SS.°S SHU the whole 

leading. 

APPENDIX 

theSSnt1ha^,V^» a* 3*£S ctstant.Sn?, 
""Vfth^tre^ntroduleTSrwIn he necessary that Columbia and the 

should be made. 



118 RECREATION MANUAL FOR SCHOOLS 



First Epoch — 

1. Pose a figure to represent the statue of the Minute-man, Emer- 
son's "embattled farmer." 

2. Scene in Independence Hall. Men in colonial costume, signing 
the Declaration of Independence. 

3. Scene in a colonial home. Ladies and gentlemen dance a colonial 
minuet. Messenger brings news of the signing of the Declaration of 
Independence. 

Second Epoch — 

Scene on board the frigate Constitution. Sailors' gun drill. Hornpipe. 

Third Epoch— 

1. Tableau — Lincoln breaking the chains of the black man. 

2. Plantation scene. Christmas merry-making among the darkies. 
Virginia reel. Entrance of slave traders and selection of a number of 
the darkies. Despair and woe. 

Fourth Epoch — 

1. Tableau — France presenting to America the statue of Liberty. 

2. Tableau — Arts and Sciences offering their gifts to Columbia. 



BIBLIOGRAPHY 

BOOKS IN OREGON STATE LIBRARY ON PLAYS AND PLAY- 
GROUNDS, FOLK FESTIVALS AND FOLK DANCES 

150-G89 — Groos: The Play of Man; translated, with author's coopera- 
tion, by Elizabeth L. Baldwin; with preface by J. Mark Baldwin. 

371.74-A51 — American Academy of Political and Social Science: Public 
Recreation Facilities. (Annals of American Academy, Vol. 35, 
No. 117) , two copies. 

371.74-A58 — Angell: Play; comprising games for the kindergarten, 
playground, schoolroom and college; how to coach and play girls' 
basketball. 



LIBRARY OF CONGRESS «| 

021 496 982 8 



